School Name: Spring Place Elementary School Mailing...
Transcript of School Name: Spring Place Elementary School Mailing...
School Name: Spring Place Elementary
School Mailing Address:
2795 Leonard Bridge Rd.
Chatsworth, GA 30705
LEA Name: Murray County Schools
LEA Title One Director/Coordinator Name: Barbie Kendrick
LEA Title One Director/Coordinator Signature:
Date: September 25, 2014
LEA Title One Director/Coordinator Mailing Address: Murray County Schools Central Office
P.O. Box 40
1006 Green Rd.
Chatsworth, GA 30705
Email Address: LEA Title One Director email address: [email protected]
Spring Place Elementary Principal’s email address: donna.standridge.murray.k12.ga.us
Telephone: LEA Telephone: 706-695-4531
Spring Place Elementary Telephone: 706-695-2525
Fax: LEA Fax: 706-695-8425
Spring Place Elementary Fax: 706-517-0184
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Title I Schoolwide/School Improvement Plan
Title I Planning / School Leadership Team Members:
NAME POSITION/ROLE
Donna Standridge Principal
Michelle Ridley Assistant Principal
Jennifer Lents Curriculum and Instruction Facilitator
Rebecca Bishop Media Specialist
Regina Mantooth Kindergarten Teacher
Donna Wooldridge First Grade Teacher
Allison Harrison Second Grade Teacher
Karen Bible Third Grade Teacher
Stephanie Clayton Fourth Grade Teacher
Tabitha McEntire Fifth Grade Teacher
Katie Mason Sixth Grade Teacher
Ashley Lawson EIP Teacher, Fast ForWord Lab Director
Celeste Sherrill Lead ESS Teacher
Jennifer Reed ESOL Teacher
Dana Holcomb Parent
Billy Gillespie Parent
Shelley Gillespie Parent
Jennifer Knotts Parent
Barbie Kendrick LEA Title One Program Director, Elementary Curriculum Director
Michael Tuck Pupil Services
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*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
A. We have developed our schoolwide plan with the participation of individuals who will
carry out the comprehensive schoolwide/school improvement program plan. Those
persons involved were members of the Title I Planning / School Leadership Team.
The ways they were involved were:
Members of the team analyzed schoolwide and subgroup data. The analysis led the team
to cite the following areas of growth and improvement:
• Student Academic Achievement
• Teacher and Staff Needs
• Student Attendance
• Parental Involvement
B. We have used the following instruments, procedures, or processes to obtain this
information
Analyzing data from:
o Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Next, which
measures the acquisition of early literacy skills from kindergarten through sixth
grade
o End of Year Tests for Grades 1 and 2 that measure the students’ mastery of the
Georgia Performance Standards (GPS) and the Common Core Georgia
Performance Standards (CCGPS)
o The Criterion-Referenced Competency Test (CRCT) that measures the students’
mastery of the GPS and the CCGPS (Georgia Milestones Assessment will be
used in the future.)
o The Georgia State Writing Exam which measures written expression skills in
four domains: ideas, organization, style, and conventions
o Attendance Data from Infinite Campus
o Grade Level Benchmark Tests
Brainstorming to conduct a Comprehensive Needs Assessment and reporting the
findings to the faculty at a schoolwide planning team meeting
C. We have taken into account the needs of migrant children by agreeing to follow these
procedures should these students be in attendance at Spring Place Elementary:
Based on an individual needs assessments, the needs of migrant students will be
determined and met in these areas:
o Academic and instructional subjects, settings, techniques, and materials
o Staffing
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*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
D. We have reflected current achievement data that will help the school understand the
subjects and skills in which teaching and learning need to be improved.
Spring Place will focus on meeting schoolwide goals:
o increasing the percentages of students meeting and exceeding the standards in all
subject areas by 5 percentage points
o increasing the percentage of students scores in math (grades 4,5, and 6) by 5
percentage points
o increasing the percentage of students’ scores in science and social studies by 5
percentage points. o Lexile Level: Using SRI data, 80% of combined third and fifth graders'
scores on the LEXILE will increase over previous year's grade bands. o Math: 80% of all students will make 25% growth as measured by SLOs
(Student Learning Objectives).
DIBELS BOY 2014 Results (Composite Score)
BENCHMARK -
GREEN
STRATEGIC -
YELLOW
INTENSIVE - RED
KINDERGARTEN 45% 26% 29%
FIRST GRADE 51% 20% 29%
SECOND GRADE 48% 11% 41%
THIRD GRADE 52% 10% 38%
FOURTH GRADE 45% 16% 39%
FIFTH GRADE 54% 28% 18%
DIBELS EOY 2014 Results (Composite Score):
BENCHMARK STRATEGIC INTENSIVE
KINDERGARTEN 81% 13% 6%
FIRST GRADE 52% 15% 33%
SECOND GRADE 71% 10% 19%
THIRD GRADE 51% 14% 35%
FOURTH GRADE 59% 26% 15%
FIFTH GRADE 48% 30% 22%
Student Learning Objectives (SLO) Math Test Results 2014
SLO First Grade Reading / ELA Test Results 2013-2014
Pre: 43.16%
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Post: 85.1%
SLO First Grade Math Test Results 2013-2014
Pre: 40.9%
Post: 84.84%
SLO Second Grade Reading / ELA Test Results 2013-2014
Pre: 56.52%
Post: 83.81%
SLO Second Grade Math Test Results 2013-2014
Pre: 38.9
Post: 83.5%
College and Career Ready Performance Index (CCRPI) 2013 Achievement Scores
Content Mastery (as compared with 2012 scores):
Elementary School
Indicators
Benchmark for Indicator
(%)
Performance on
Indicator (%)
Percent of students scoring at
Meets or Exceeds on the
English Language Arts CRCT
(required participation rate >=
95%)
100 3rd-5th
Grades
86.6 (2012)
89.1 (2013)
6th
Grade
91.7 (2013)
Percent of students scoring at
Meets or Exceeds on the
Reading CRCT (required
participation rate >= 95%)
100 3rd-5th
Grades
91.9 (2012)
94.4 (2013
6th
Grade
94.4 (2013)
Percent of students scoring at
Meets or Exceeds on the
Mathematics CRCT (required
participation rate >= 95%)
100 3rd-5th
Grades
78.1 (2012)
89.5 (2013)
6th
Grade
79.2 (2013)
Percent of students scoring at
Meets or Exceeds on the
Science CRCT (required
participation rate >= 95%)
100 3rd-5th
Grades
80.1 (2012)
88.3 (2013)
6th
Grade
88.9 (2013)
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*1. A comprehensive needs assessment of the entire school that addresses all academic areas
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Percent of students scoring at
Meets or Exceeds on the
Social Studies CRCT (required
participation rate >= 95%)
100 3rd-5th
Grades
75.5 (2012)
81.8 (2013)
6th
Grade
90.3 (2013)
College and Career Ready Performance Index (CCRPI) 2013 Achievement Scores
Post Elementary School Readiness (as compared with 2012 scores):
Elementary School
Indicators
Benchmark for Indicator
(%)
Performance on
Indicator (%)
Percent of English Learners
with positive movement from
one Performance Band to a
higher Performance Band as
measured by the ACCESS for
ELLs
K-5th
Grades
100 (2012)
90.6 (2013)
6th
Grade
66.5
K-5th
Grades
90.2 (2012)
44.3 (2013)
6th
Grade
Too Few Students
Percent of Students With
Disabilities served in general
education environments
greater than 80% of the school
day
K-5th
Grades
65 (2012)
65 (2013)
6th
Grade
66.5 (2013)
K-5th
Grades
93.0 (2012)
93.5 (2013)
6th
Grade
Too Few Students
Percent of students scoring at
Meets or Exceeds on the Grade
Five Writing Assessment
(required participation rate >=
95%)
100
78.7 (2012)
78.9 (2013)
Percent of students in grade 3
achieving a Lexile measure
equal to or greater than 650
86.4 (2012)
100 (2013)
43.9 (2012)
64.6 (2013)
Percent of students in grade 5
achieving a Lexile measure
equal to or greater than 850
87.8 (2012)
100 (2013)
49.4 (2012)
52.0 (2013)
Percent of students in grades
1-5 completing the identified
number of grade specific
career awareness lessons
NA (2012)
100 (2013)
NA (2012)
99.1 (2013)
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aligned to Georgia’s 17 Career
Clusters (operational in 2012-
2013)
Student Attendance Rate (%) K-5th
Grades
99.4 (2012)
99.4 (2013)
6th
Grade
99.6
K-5th
Grades
95.89 (2012)
94.80 (2013)
6th
Grade
96.2
College and Career Ready Performance Index (CCRPI) 2012 Achievement Scores
Predictor for High School Graduation:
Elementary School
Indicators
Benchmark for Indicator
(%)
Performance on Indicator
(%)
Percent of students in Grade
5 passing at least 4 courses in
4 content areas (ELA,
mathematics, science, social
studies) (optional in 2012;
required 2013 and beyond)
100 (2012)
91.6 (2013)
83.5 (2012)
72.8 (2013)
Percent of CRCT
assessments scoring at the
Exceeds level
3rd
, 4th
, 5th
Grades
65.7 (2012)
65.7 (2012)
6th
Grade
59.1
3rd
, 4th
, 5th
Grades
27.3 (2012)
31.9 (2013)
6th
Grade
28.9
Schoolwide Combined CRCT Results 2013-2014
DID NOT MEET MEETS EXCEEDS
ELA 7.7% 65.3% 27%
MATHEMATICS 16.6% 52.7% 30.7%
READING 5.7% 62.6% 31.7%
SCIENCE 15.5% 50% 34.5%
SOCIAL STUDIES 17.1% 54.4% 28.5%
Schoolwide Combined CRCT Results 2012-2013
DID NOT MEET MEETS EXCEEDS
ELA 9.2% 59.9% 30.9%
MATHEMATICS 12.8% 54.6% 32.6%
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*1. A comprehensive needs assessment of the entire school that addresses all academic areas
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READING 7.9% 54.4% 37.6%
SCIENCE 13.0% 52.2% 34.8%
SOCIAL STUDIES 17.4% 60.8% 21.8%
CRCT Results by Third Grade 2013-2014
DID NOT MEET MEETS EXCEEDS
LANGUAGE 14.1% 65.9% 20.0%
MATHEMATICS 17.6% 41.2% 41.2%
READING 12.9% 67.1% 20.0%
SCIENCE 20.0% 47.1% 32.9%
SOCIAL STUDIES 16.7% 52.4% 31.0%
CRCT Results by Third Grade 2012-2013
DID NOT MEET MEETS EXCEEDS
LANGUAGE 8.1% 53.5% 38.4%
MATHEMATICS 8.2% 42.4% 49.4%
READING 11% 40.7% 48.4%
SCIENCE 10.3% 51.7% 37.9%
SOCIAL STUDIES 13.8% 64.4% 21.8%
CRCT Results by Fourth Grade 2013-2014
DID NOT MEET MEETS EXCEEDS
LANGUAGE 7.4% 61.7% 30.9%
MATHEMATICS 16.3% 50.0% 33.8%
READING 1.3% 50.0% 48.8%
SCIENCE 9.9% 39.5% 50.6%
SOCIAL STUDIES 7.4% 37.0% 55.6%
CRCT Results by Fourth Grade 2012-2013
DID NOT MEET MEETS EXCEEDS
LANGUAGE 14.9% 58.5% 26.6%
MATHEMATICS 14.6% 55.1% 30.3%
READING 10.9% 51.1% 38.0%
SCIENCE 14.6% 51.0% 34.4%
SOCIAL STUDIES 20.8% 61.5% 19.2%
CRCT Results by Fifth Grade 2013-2014
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DID NOT MEET MEETS EXCEEDS
LANGUAGE 1.0% 60.4% 38.5%
MATHEMATICS 9.8% 54.3% 35.9%
READING 6.3% 63.2% 30.5%
SCIENCE 11.2% 46.9% 41.8%
SOCIAL STUDIES 13.3% 71.4% 15.3%
CRCT Results by Fifth Grade 2012- 2013
DID NOT MEET MEETS EXCEEDS
LANGUAGE 3.9% 61.8% 34.2%
MATHEMATICS 11.1% 56.8% 32.1%
READING 5.2% 71.4% 23.4%
SCIENCE 11.4% 46.8% 41.8%
SOCIAL STUDIES 19.2% 61.5% 19.2%
CRCT Results by Sixth Grade 2013-2014
DID NOT MEET MEETS EXCEEDS
LANGUAGE 9.3% 74.7% 16.0%
MATHEMATICS 24.0% 66.7% 9.3%
READING 1.4% 70.3% 28.4%
SCIENCE 21.8% 67.9% 10.3%
SOCIAL STUDIES 32.5% 53.2% 14.3%
CRCT Results by Sixth Grade 2012-2013
DID NOT MEET MEETS EXCEEDS
LANGUAGE 8.6% 66.7% 24.7%
MATHEMATICS 21.8% 62.8% 15.4%
READING 3.8% 57.5% 38.8%
SCIENCE 15.7% 59.0% 25.3%
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SOCIAL STUDIES 15.7% 55.4% 28.9%
CRCT Results by SWD 2013-2014
DID NOT MEET MEETS EXCEEDS
LANGUAGE 25.7% 68.6% 5.7%
MATHEMATICS 58.6% 31.0% 10.3%
READING 15.6% 78.1% 6.3%
SCIENCE 41.0% 48.7% 10.3%
SOCIAL STUDIES 43.6% 51.3% 5.1%
CRCT Results by SWD 2012-2013
DID NOT MEET MEETS EXCEEDS
LANGUAGE 28.6% 67.9% 3.6%
MATHEMATICS 38.9% 61.1% N/A
READING 13.0% 82.6% 4.3%
SCIENCE 54.3% 37.1% 8.6%
SOCIAL STUDIES 62.9% 34.3% 2.9%
CRCT Results by Gifted 2013-2014
DID NOT MEET MEETS EXCEEDS
LANGUAGE 13.0% 87.0%
MATHEMATICS 13.0% 87.0%
READING 8.7% 91.3%
SCIENCE 8.7% 91.3%
SOCIAL STUDIES 21.7% 78.3%
CRCT Results by Gifted 2012-2013
DID NOT MEET MEETS EXCEEDS
LANGUAGE 9.5% 90.5%
MATHEMATICS 14.3% 85.7%
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*1. A comprehensive needs assessment of the entire school that addresses all academic areas
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READING 9.5% 90.5%
SCIENCE 4.8% 95.2%
SOCIAL STUDIES 23.8% 76.2%
CRCT Results by ELL 2013-2014
DID NOT MEET MEETS EXCEEDS
LANGUAGE 9.4% 78.1% 12.5%
MATHEMATICS 17.5% 52.4% 30.2%
READING 9.5% 79.4% 11.1%
SCIENCE 20.0% 52.3% 27.7%
SOCIAL STUDIES 24.6% 55.4% 20.0%
CRCT Results by ELL 2012-2013
DID NOT MEET MEETS EXCEEDS
LANGUAGE 21.8% 72.7% 5.5%
MATHEMATICS 21.4% 62.5% 16.1%
READING 19.3% 68.4% 12.3%
SCIENCE 18.2% 72.7% 9.1%
SOCIAL STUDIES 29.1% 65.5% 5.5%
CRCT Results by Migrant 2013-2014
DID NOT MEET MEETS EXCEEDS
LANGUAGE 75% 25% N/A
MATHEMATICS 75% N/A 25%
READING 50% 25% 25%
SCIENCE 50% 25% 25%
SOCIAL STUDIES 50% 50% N/A
CRCT Results by Migrant 2012-2013
DID NOT MEET MEETS EXCEEDS
LANGUAGE N/A N/A 100%
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MATHEMATICS 50.0% 50.0% N/A
READING N/A N/A 100%
SCIENCE N/A N/A 100%
CRCT Results by ED 2013-2014
DID NOT MEET MEETS EXCEEDS
LANGUAGE 8.1% 67.3% 24.6%
MATHEMATICS 18.4% 54.3% 27.3%
READING 6.3% 63.9% 29.7%
SCIENCE 16.0% 52.4% 31.6%
SOCIAL STUDIES 17.9% 56.2% 25.9%
CRCT Results by ED 2012-2013
DID NOT MEET MEETS EXCEEDS
LANGUAGE 9.6% 64.1% 26.3%
MATHEMATICS 12.9% 57.9% 29.2%
READING 7.6% 58.9% 33.5%
SCIENCE 13.5% 55.6% 30.9%
SOCIAL STUDIES 19.4% 61.8% 18.8%
5th
Grade Writing Test Results
SPE 2014 SPE 2013 SPE 2012 SPE 2011
Number tested 99 78 78 81
DNM 13% 22% 22% 16%
Meets 73% 78% 78% 84%
Exceeds 12% 8% N/A N/A
Scholastic Reading Inventory (SRI) 2014-2015 (Fall) Results ADVANCED PROFICIENT BASIC BELOW BASIC
SECOND GRADE 3% 11% 11% 75%
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THIRD GRADE 1% 21% 26% 52%
FOURTH GRADE 1% 17% 43% 38%
FIFTH GRADE 4% 36% 24% 19%
SIXTH GRADE 12% 27% 39% 22%
Scholastic Reading Inventory (SRI) 2013-2014 (EOY) Results
ADVANCED PROFICIENT BASIC BELOW BASIC
SECOND GRADE N/A N/A N/A N/A
THIRD GRADE 3% 18% 47% 31%
FOURTH GRADE 13% 44% 27% 16%
FIFTH GRADE 13% 34% 29% 24%
SIXTH GRADE 15% 42% 32% 10%
Attendance Data
Spring Place Elementary Schoolwide:
Percent in
Attendance
2013-2014 95.37%
After reviewing the attendance data, the following areas were marked for improvement:
First Grade had 93.7% in attendance. Second Grade had 93.92% in attendance.
Goal: SPE will increase the percentage of students in attendance to at least 96% during
the 2014-2015 school year.
A. We have based our plan on information about all students in the school and identified
students and groups of students who are not yet achieving to the State Academic content
standards [the Common Core Georgia Performance Standards (CCGPS)] and the State
student academic achievement standards including:
o Economically disadvantaged students
o Students from major racial and ethnic groups
o Students with disabilities
o Students with limited English proficiency
B. The data has helped us reach conclusions regarding achievement or other related data.
The major strengths we found in our program were:
Teachers have consistently implemented activities to promote rigor in classrooms. (i.e.
Thinking Maps, Text with challenging Lexile measures, Higher Order Thinking
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Questions, Open Ended Questions and written reponses in all subject areas, and DOK
Levels 3 and 4)
Teachers have consistently utilized technology in the classrooms and computer labs
(ipads, desktop computers, Learning.com, ACTIVboards).
Teachers have consistently differentiated instruction to help best meet the needs of their
students.
Teachers have consistently collaborated among colleagues to discuss the needs of
students and to brainstorm new, effective strategies.
Teachers have consistently used classroom data and assessments to guide and direct
instruction.
There has been a decrease in the number of office referrals – which creates more class
time for instruction.
Students’ Lexile Student Measures have increased overall based on the Scholastic
Reading Inventory (SRI) results.
Students’ reading fluency has improved overall based on DIBELS Next score results.
Students’ math fact fluency has improved overall based on Math Fact Fluency Score
Results.
SPE’s overall CCRPI score increased from 64.3 in 2012 to 83.6 in 2013.
The major needs we discovered were:
There is a need to limit the amount of paper / pencil assessments only given on
Friday.
There are still weaknesses in the following areas:
o Mathematics:
Number and Operations
Data Analysis
Need to increase the percentage of students who exceed in all
mathematics areas.
o Reading
Reading Skills and Vocabulary Acquisition
Reading for Information
Fluency
Scores on the SRI indicate that all students have not met their
proficiency Lexile ranges (grades 2-6).
Need to increase the percentage of students who exceed in all
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*1. A comprehensive needs assessment of the entire school that addresses all academic areas
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reading areas.
o English / Language Arts
Research and Writing Process
Information and Media Literacy
Need to increase the percentage of students who exceed in all
English / Language Arts areas.
o Science
Earth Science
Physical Science
Need to increase the percentage of students who exceed in all
Science areas.
o Social Studies
Government / Civics
Geography / Economics
Need to increase the percentage of students who exceed in all
Social Studies areas.
The needs we will address are:
Schoolwide:
There will be a schoolwide focus on cultivating these classroom expectations and
practices:
o Grammar in context
o Daily writing
o Teacher models
o Developing reading stamina
o Testing “Cold Passages”
o Depth of Knowledge Levels 2-4 in each unit test
o Thinking Maps schoolwide and district wide implementation
o Rigor, Differentiation, and Technology Usage by Students
There will be a schoolwide focus on improving the students’ mastery of the skills
reflected in the Georgia Performance Standards (GPS) and the Common Core Georgia
Performance Standards (CCGPS) as well as the skills necessary for students to
understand and utilize the features of the Georgia Milestones Assessment System
including:
o Open-ended (constructed-response) items in language arts and mathematics
o Writing (in response to passages read by students)
Each faculty member will commit to going above and beyond the call of duty to ensure
that 90% of their students meet or exceed the standards in every area of the End of Year
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Test and the Georgia Milestones Assessment.
Helping the students achieve their highest potentials regardless of their socioeconomic
statuses will be a goal of each faculty member at Spring Place. Each faculty member
will strive to see the potential in each student and will strive to help him / her reach that
potential.
There will be a strong focus on encouraging students to strive to have positive behavior:
o Spring Place will continue to implement the Georgia Department of Education’s
Positive Behavior Interventions and Support program (PBIS): Faculty and staff
are focusing on decreasing behavior referrals to the office so that students can
have more instructional time. Rewards and celebrations occur throughout the
year and data is recorded.
There will be a strong focus:
o writing in all the content areas
o giving students the necessary scaffolding to successfully read and comprehend
informational text indicative of higher Lexile complexity levels
o Science and Social Studies
Teachers will continue to implement school-wide reform strategies that:
o Are scientifically researched-based and provide opportunities for all children in
the school to meet or exceed the CCGPS
o Emphasize the use of instruction time that will increase the quality of student
learning
o Address the needs of all children and focus on those in RTI, Tier III
Teachers will continue to assist those who are not meeting standards or are performing
below grade level.
Teachers will use measures to be aware of students’ performance or lack thereof.
Teachers will contact all parents and provide them with the information regarding their
students’ academic strengths and weaknesses.
o Contacts are based on effective means of raising student achievement
The specific academic needs of those students that are to be addressed in the schoolwide
program plan will be:
Through daily differentiation in classrooms, teachers will address the needs of all
children – particularly targeted populations – and will address how the school will
determine if such needs have been met and are consistent with improvement plans
approved under Educate America Act.
Teachers will continue to implement activities to ensure that students who experience
difficulty mastering standards will be provided with effective, timely assistance, which
will include:
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o Measures to ensure that students’ difficulties are identified on a timely basis
o Periodic training for teachers in the identification of difficulties and appropriate
assistance for identified difficulties
o Teacher – parent conferences that detail what the school will do to help the
student, what the parents can do to help the student, and additional assistance
available to the student at the school or in the community
The ROOTCAUSE/s that we discovered for each of the needs were:
Absences due to student illnesses
C. The measurable goals/benchmarks we have established to address the needs are:
Kindergarten
o 90% - Pre-Primer Sight Word Mastery
o 90 % - Addition and Subtraction Fluency
o 90% DIBELS Next Goals Mastery (FSF, PSF, and NWF)
First Grade
o Informal Phonics: We will have 95% of all students in green.
o DIBELS Next – We will have 80% of all students in green.
o Benchmarks – We will have 90% of all students in green.
o SLO – We will have 90% of all students at 80% or above in math. We will have
80% of all students at 80% or above in ELA.
Second Grade
Second grade teachers will continue to increase the number of students who reach a
reading fluency level of 90 words per minute and increase their Lexile level.
Second grade teachers will continue to increase the number of students who master
addition and subtraction facts within 3 seconds by the end of the year.
Second grade teachers will continue to increase the number of students who meet or
exceed on the End of the Year Test in all subject areas.
The average Lexile Student Measure for second grade will fall within the 400-700
Lexile Band.
Third Grade
o Third grade teachers will continue to increase the number of students who meet
or exceed the standards that will be set forth by the Georgia Milestones
Assessment.
o 90% of third graders will meet or exceed the standards in every area on the
Georgia Milestones Assessment
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o The third grade team will continuously strive to provide data driven instruction
as the impetus for higher student achievement in all areas.
o The average Lexile Student Measure for third grade will fall within the 500-800
Lexile Band.
Fourth Grade
o Fourth grade teachers will continue to increase the number of students who meet
or exceed the standards that will be set forth by the Georgia Milestones
Assessment.
o 90% of fourth graders will meet or exceed the standards in every area on the
Georgia Milestones Assessment.
o Students will reach the 100% Benchmark on DIBELS.
o 90% of our students in 4th
grade will be fluent in their multiplication tables by the
middle of the year.
o We plan for all fourth grade students to increase their Lexile and DIBELS scores.
o The average Lexile Student Measure for fourth grade will fall within the 600-
900 Lexile Band.
Fifth Grade
o 90% of fifth graders will meet or exceed the standards in every area on the
Georgia Milestones Assessment.
o All fifth graders will meet or exceed the standards set forth by the Georgia
Milestones Assessment.
o Students will reach the 100% Benchmark on DIBELS.
o The average Lexile Student Measure for fifth grade will fall within the 700-1000
Lexile Band.
Sixth Grade
o Sixth grade teachers will continue to increase the number of students who meet
or exceed the standards on the CRCT.
o 90% of sixth graders will meet or exceed the standards in every area on the
CRCT.
o Students will reach the 100% Benchmark on DIBELS.
o The average Lexile Student Measure for sixth grade will fall within the 800-
1050 Lexile Band.
Goal 1: Student Achievement
Desired results for Student Learning: Students will demonstrate higher competencies in the
areas of Reading/ELA; Math; Science and Social Studies.
Kindergarten
Spring Place Elementary
2014-2015 Updated 9/11/2014 and 9/25/2014
Page 19 of 74
*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
Goal Statement:
The goal is to have students master 70 sight words. Students who master the pre-primer
and primer words will be accelerated to 1st grade words.
100% will master basic addition and subtraction facts from 0—5 (per CCGPS)
100% of students will reach the following DIBELS Next Benchmark Goals on DIBELS
First Sound Fluency (FSF):
Beginning of Year Middle of Year End of Year
Sounds Correct 10 30 NA
100% of students will reach the following DIBELS Next Benchmark Goals on Phoneme
Segmentation Fluency (PSF):
Beginning of Year Middle of Year End of Year
Segmentation
Identification
NA 20 40
100% of students will reach the following DIBELS Next Benchmark Goals on Nonsense
Word Fluency (NWF)
Beginning of Year Middle of Year End of Year
Correct Letter
Sounds
NA 17 28
100% of students will attain the following DIBELS composite scores, combinations of
multiple DIBELS scores, which provide the best overall estimate of the students’ reading
proficiencies.
Beginning of Year Middle of Year End of Year
DIBELS
Composite Score
26 122 119
Actions, Strategies, and Interventions:
Best Practices in Language Arts and Math
PowerPoint practice
Teacher Talk
Thinking Maps
Read with Sarah (RWS)—Story Puzzle
Dot flash cards
10 frames; +0 and +1 addition facts
Harcourt Phonics Express (Level 1)
Picture sorts
Spring Place Elementary
2014-2015 Updated 9/11/2014 and 9/25/2014
Page 20 of 74
*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
FCCR Activities
daily journals
Sight Words
Writing activities
engage all students with 21st century technology (Learning.com)
Use of technology to reinforce CCGPS standards and technology skills (i.e. Starfall,
Literactive, Learning.com, Xtra Math)
monitor alignment of unit and pacing guides to the CCGPS; analyze GKIDS data to
identify specific domains that need improvement
increase parental involvement in student achievement
increase higher order thinking skills
provide academic goal setting opportunities
strengthen vocabulary development through the use of Interactive Read-Alouds
improve understanding of math concepts through increased use of manipulatives
improve fluency of basic math facts
Differentiated instruction based on DIBELS, Numeral Fluency, GKids, and individual
assessments
Timeline: September 2014 ongoing
Estimated Costs, Funding Sources, and Resources:
chart paper, $7.29 each
sentence strips, $3.78 per pack of 36 = $113.40
markers, $8.49 each; construction paper, $2.39 per pack = $358.50 (150 packs)
sheet protectors, $22.69 per box
file folders, $19.59 per box
paper
computers, $950
ipads and mini ipads
grade level printer
print cartridges
ACTIVboards
projector
ACTIVWands
Content Area Teacher Training, $1250 per day
substitutes, $55 per substitute per day per teacher
Education City, $3500 per year
Tumblebooks, $359.10 per year
Spring Place Elementary
2014-2015 Updated 9/11/2014 and 9/25/2014
Page 21 of 74
*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
BrainPOP School Combo, $1,425 per year
Reading Eggs, $1,759
Learning.com, $3,900
Fast ForWord
Poverty Training
Depth of Knowledge Training
Common Core Georgia Performance Standards (CCGPS) implementation
Thinking Maps training and materials
Artifacts:
RWS sight word checklist and assessment
GKIDS
DIBELS Next
Numeral Fluency
End of Year Math Fact Fluency Add / Sub Facts 0-5
progress monitoring
work samples
analyzed student work
teacher commentary
professional development with math professionals
teacher/student conferencing time
parental involvement
English Language classes
Parent Resource Center housed in the media center
Data notebooks
WIDA CAN DO Descriptors and Depth of Knowledge Levels 3 and 4 proof
included and highlighted in lesson plans;
CCGPS
(GaDOE) Frameworks
Rubrics
Essential Questions and Standards posted in classrooms
Higher Order Thinking Questions
SLO (Student Learning Objectives) scores
Evidence:
Teachers can identify the strengths and weaknesses of individual students.
Teachers can adjust instruction based on needs.
Teachers can group their students based on needs.
Spring Place Elementary
2014-2015 Updated 9/11/2014 and 9/25/2014
Page 22 of 74
*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
Parents and teachers communicate about student work and progress.
First Grade
Goal Statement:
Informal Phonics - We will have 95% of all students in green.
DIBELS Next – We will have 80% of all students in green.
Benchmarks – We will have 90% of all students in green.
SLO – We will have 90% of all students at 80% or above in math. We will have 80% of all
students at 80% or above in ELA.
100% of students will reach the following DIBELS Next Benchmark Goals on Phoneme
Segmentation Fluency (PSF):
Beginning of Year Middle of Year End of Year
Segmentation
Identification
40 NA NA
100% of students will reach the following DIBELS Next Benchmark Goals on Nonsense
Word Fluency (NWF)
Beginning of Year Middle of Year End of Year
Correct Letter
Sounds
27 43 58
Whole Words
Read
1 8 13
100% of students will reach the following DIBELS Next Benchmark Goals on DIBELS
Oral Reading Fluency (DORF)
Beginning of Year Middle of Year End of Year
Words Correct NA 23 47
Accuracy NA 78% 90%
Retell NA NA 15
100% of students will attain the following DIBELS composite scores, combinations of
multiple DIBELS scores, which provide the best overall estimate of the students’ reading
Spring Place Elementary
2014-2015 Updated 9/11/2014 and 9/25/2014
Page 23 of 74
*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
proficiencies.
Beginning of Year Middle of Year End of Year
DIBELS
Composite Score
113 130 155
Actions, Strategies, and Interventions:
Picture sort
Instruction in the following areas:
o beginning, middle, and ending sounds
o blends and digraphs
o capitalization
o punctuation
o comprehension
o vocabulary
o addition facts
o place value
o money
Best Practices in Language Arts and Math
Thinking Maps
Timeline: September 2014 ongoing
Estimated Costs, Funding Sources, and Resources:
Content area teacher training, $1250 per day
substitutes, $55 per substitute per day per teacher
sentence strips, $3.78 each
markers, $8.49 per pack
construction paper, $2.39 per pack
Zaner Bloser practice paper, $4.28 per pack
file folders, $19.59 per box
sheet protectors, $22.69 per box
index cards, $3.19 per pack
Education City, $3500 per year
Tumblebooks, $359.10 per year
BrainPOP School Combo, $1,425 per year
computers, $950
ipads and mini ipads
grade level printer
cellophane tape, $1.09 each
Spring Place Elementary
2014-2015 Updated 9/11/2014 and 9/25/2014
Page 24 of 74
*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
horseshoe tables , $185.10
Reading Eggs, $1,759
Learning.com, $3,900
Fast ForWord
Poverty Training
Common Core Georgia Performance Standards (CCGPS)
Thinking Maps
Writing Curriculum
Language Materials for Specific Standards
Nonfiction Texts
Literature
ipads and applications
Artifacts:
Picture Sort Assessment
teacher observation
sentence correction assessment
place value test
progress monitoring
work samples
benchmarks
Rubrics
analyzed student work
teacher commentary
engage all student with 21st century technology
monitor alignment of unit and pacing guides to the CCGPS
WIDA CAN DO Descriptors and Depth of Knowledge Levels 3 and 4 proof included
and highlighted in lesson plans;
analyze benchmark data to identify specific domains that need improvement
increase parental involvement in student achievement
increase higher order thinking skills
provide academic goal setting opportunities
strengthen vocabulary development through read aloud lessons in Social Studies and
Science contents
use of Learning.com
Harcourt Phonics Express
improve understanding of math concepts through increased use of manipulatives
GaDOE Frameworks; Van deWalle math books
Spring Place Elementary
2014-2015 Updated 9/11/2014 and 9/25/2014
Page 25 of 74
*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
improve fluency of basic math facts
First grade will support science and social studies by incorporating read alouds.
Scores on SLO (Student Learning Objectives)
Evidence:
Teachers identify the strengths and weakness of individual students and group them
accordingly for additional instruction.
Teachers use a variety of formative assessments to gauge student progress.
Parents and teachers communicate about student work and progress.
Second Grade
Goal Statement:
Second grade teachers will continue to increase the number of students who reach a
reading fluency level of 90 words per minute and increase their Lexile level.
Second grade teachers will continue to increase the number of students who master
addition and subtraction facts within 3 seconds by the end of the year.
Second grade teachers will continue to increase the number of students who meet or
exceed on the SLO in all subject areas.
100% of students will reach the following DIBELS Next Benchmark Goals on Nonsense
Word Fluency (NWF)
Beginning of Year Middle of Year End of Year
Correct Letter
Sounds
54 NA NA
Whole Words
Read
13 NA NA
100% of students will reach the following DIBELS Next Benchmark Goals on DIBELS
Oral Reading Fluency (DORF)
Beginning of Year Middle of Year End of Year
Words Correct 52 72 87
Accuracy 90% 96% 97%
Retell 16 21 27
Retell Quality of
Response
NA 2 2
Spring Place Elementary
2014-2015 Updated 9/11/2014 and 9/25/2014
Page 26 of 74
*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
100% of students will attain the following DIBELS composite scores, combinations of
multiple DIBELS scores, which provide the best overall estimate of the students’ reading
proficiencies.
Beginning of Year Middle of Year End of Year
DIBELS
Composite Score
141 190 238
Actions, strategies, and Interventions:
Differentiated Instruction that supports students’ varied learning styles in these areas:
o Inferences
o Sequencing
o Main Idea
o telling time to 5 minutes
o money (fair trades)
o addition and subtraction fluency
Differentiated Reading Instruction
Thinking Maps
Timeline: September 2014 ongoing
Estimated Costs, Funding Sources, and Resources:
Content Area Teacher Training, $1250 per day
substitutes, $55 per substitute per day per teacher
copy paper, $30 per case
masking tape, $1.69 per roll
ink, $139 per cartridge
Education City, $3500 per year
Tumblebooks, $359.10 per year
BrainPOP School Combo, $1,425 per year
computers, $950
ipads and mini ipads
grade level printer
construction paper, $2.39 per pack
Science and Social Studies Weekly Readers
Learning.com, $3,900
Reading Eggs, $1,759
Spring Place Elementary
2014-2015 Updated 9/11/2014 and 9/25/2014
Page 27 of 74
*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
Fast ForWord
Poverty Training
Depth of Knowledge Training
Common Core Georgia Performance Standards (CCGPS) Training
More technology in the classroom- ipads, document cameras
Science/Social Studies Readers
Student printers for each second grade classroom
A class set of Activotes for each second grade classroom
New listening center equipment
Thinking Maps training and materials
Artifacts:
Progress monitoring;
Higher order questioning / thinking strategies
DIBELS
WIDA CAN DO Descriptors and Depth of Knowledge Levels 3 and 4 proof included
and highlighted in lesson plans
SLO Results
Read Alouds
Vocabulary
Harcourt Phonics Express
Read with Sarah
Ten Frame Usage
Place Value Mats
I do, we do, you do strategy
Say It, Move It
Differentiated Lessons
Readers’ Theater
Combo Lessons
Learning Focused Strategies
Match Students with books that support their Lexile Levels.
Xtra Math Website for fact fluency
Daily Oral Language
Comprehension Skills (inferencing games, sequencing, main idea, story elements)
Essential Questions and Higher Order Thinking Questions
Chapter Tests
Teacher Observation
Spring Place Elementary
2014-2015 Updated 9/11/2014 and 9/25/2014
Page 28 of 74
*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
Timed tests
Work Samples
Benchmarks
use of Learning.com
improve fluency of basic math facts
improve understanding of math concepts through the increased use of manipulatives
create a school wide comprehension focus strategy each month
provide academic goal setting opportunities for students
strengthen vocabulary development through the use of Thinking Maps, graphic
organizers and visuals
increase parental involvement in student achievement
analyze benchmark data to identify specific domains that need improvement
monitor the alignment of unit and pacing guides to the CCGPS
engage all students with 21st century technology (Learning.com)
SLO Scores
Evidence:
Teachers use a variety of formative assessments to gauge student progress.
Teachers can identify strengths and weaknesses of individual students and group them
for additional instruction according to their needs.
Parents and teachers communicate about student work and progress in meeting
standards.
Third Grade
Goal Statement:
The third grade team will continuously strive to provide data driven instruction as the
impetus for higher student achievement in all areas. 90% of the students will meet or
exceed the state average in every content area on the Georgia Milestones Assessment.
100% of students will reach the following DIBELS Next Benchmark Goals on DIBELS
Oral Reading Fluency (DORF):
Beginning of Year Middle of Year End of Year
Words Correct 70 86 100
Accuracy 95% 96% 97%
Retell 20 26 30
Retell Quality of
Response
2 2 3
Spring Place Elementary
2014-2015 Updated 9/11/2014 and 9/25/2014
Page 29 of 74
*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
100% of students will reach the following DIBELS Next Benchmark Goals on Daze:
Beginning of Year Middle of Year End of Year
Vocabulary
Comprehended
8 11 19
100% of students will attain the following DIBELS composite scores, combinations of
multiple DIBELS scores, which provide the best overall estimate of the students’ reading
proficiencies.
Beginning of Year Middle of Year End of Year
DIBELS
Composite Score
220 285 330
86.4% of students will achieve a Lexile measure equal to or greater than 650 according to
the Scholastic Reading Inventory.
90% of students will score within the SRI End of Year Proficiency Lexile Range of 500-
800.
Actions, strategies, and Interventions:
Thinking maps
Georgia Milestones questions from the Online Assessment System added to flip charts
WIDA CAN DO Descriptors and Depth of Knowledge Levels 3 and 4 proof included and
highlighted in lesson plans
Read-a-louds
vocabulary
Harcourt Phonics
Brain Pop,
Read with Sarah (RWS)
Graphic Organizers
Ten frame usage
Place value mat usage
Base 10 Blocks
scaffolded instruction
addition/subtraction facts & multiplication/division facts—counting on activity
array activities
Van de Walle picture
Van de Walle teaching cards
subtraction with regrouping using place value mat with base 10 blocks
phonics
Spring Place Elementary
2014-2015 Updated 9/11/2014 and 9/25/2014
Page 30 of 74
*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
Differentiated Boxes
Fluency Passages
sight words
teacher talk
Say it, Move it
Common Murray County Schools Lesson Plan Format
differentiated lessons
building fluency card banks
pyramid reacting
repeated reading
readers’ theater
engage all students with 21st Century Technology
monitor the alignment of unit and pacing guides to the CCGPS
continue to implement Learning Focused Strategies
analyze CRCT and End of Year Test data to identify specific domains that need
improvement
increase parental involvement in student achievement
increase higher order thinking skills (DOK levels 3 and 4)
provide academic goal setting opportunities for students
Differentiated Reading Instruction
Lexile Levels
match students with books that support their Lexile ranges and also that meet the rigor
expected on the Lexile Text Complexity Bands
create a schoolwide comprehension focus strategy each month
improve understanding of math concepts through the use of manipulatives
Xtra Math website for fact fluency, addition, subtraction, multiplication, and division
practice
Education City, Study Island, and Learning.com
improve fluency of basic math facts
Timeline: September 2014 ongoing
Estimated Costs, Resources and Funding Sources:
Content Area Teacher Training, $1250 per day
substitutes, $55 per substitute per day per teacher
copy paper, $30 per case, ink $139 per cartridge
Education City, $3500 per year
Study Island, $1800 per grade level
Tumblebooks, $359.10 per year
Spring Place Elementary
2014-2015 Updated 9/11/2014 and 9/25/2014
Page 31 of 74
*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
BrainPOP School Combo, $1,425 per year
Learning.com, $3,900
composition books, $12 per pack
horseshoe table, $185
computers, $930 each
ipads and mini ipads
grade level printer
laminating film, $21 per roll
Expo markers, $3.00 per box
ink pens, $7 per dozen
Rosetta Stone
Fast ForWord
Understanding Poverty Training
Depth of Knowledge Training
Common Core Georgia Performance Standards (CCGPS) Training
Parent communication folders
Artifacts:
Progress Monitoring
Benchmarks
Sight Word Assessments
Teacher Observations
Work samples
Weekly and Individual tests
DIBELS and DIBELS Next
I.P.D.
Peer Evaluations
rubrics
professional development with math specialists
teacher/student conferencing time
technology resources data notebooks
parent involvement training
opportunity for parents to check out materials from the media center
lesson plans
standards posted
differentiated instruction
essential questions posted
Spring Place Elementary
2014-2015 Updated 9/11/2014 and 9/25/2014
Page 32 of 74
*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
higher order thinking questions
graphic organizers
student agendas
use of Learning.com
newsletters and flyers
Student Goal Folders
Teachers Pay teachers
Evidence:
Teachers identify strengths and weaknesses of individual students and adjust instruction
to meet their needs.
Teachers group students according to their needs.
Parents and teachers communicate about student work and progress towards standards.
Parent communication logs
Student Goal Folders
Fourth Grade
Goal Statement:
One goal that fourth grade teachers have is that 90% of our students in 4th
grade will be
fluent in their multiplication tables by the middle of the year. This is not a fourth grade
standard, but for these students to be successful in math they must know their
multiplication tables. Fourth grade teachers have another goal and it is that 90% of
students will meet or exceed the state average in every content area on the Georgia
Milestones Assessment.
We plan for all fourth grade students to increase their Lexile and DIBELS scores. 100% of
students will reach the following DIBELS Next Benchmark Goals on DIBELS Oral
Reading Fluency (DORF):
Beginning of Year Middle of Year End of Year
Words Correct 90 103 115
Accuracy 96% 97% 98%
Retell 27 30 33
Retell Quality of
Response
2 2 3
100% of students will reach the following DIBELS Next Benchmark Goals on Daze:
Beginning of Year Middle of Year End of Year
Vocabulary
Comprehended
15 17 24
100% of students will attain the following DIBELS composite scores, combinations of
Spring Place Elementary
2014-2015 Updated 9/11/2014 and 9/25/2014
Page 33 of 74
*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
multiple DIBELS scores, which provide the best overall estimate of the students’ reading
proficiencies.
Beginning of Year Middle of Year End of Year
DIBELS
Composite Score
290 330 391
100% of students will score within the SRI End of Year Proficiency Lexile Range of 600-
900.
Actions, strategies, and interventions:
Identify/create Place Value chart
Departmentalized 4th
grade subjects
Create 3-dimensional figures
Mnemonics
Water cycle
Graphic Organizer
Create the Food Chain
anchor charts
vocabulary words
Essential Questions
Higher Order Thinking Questions
Education City
Study Island
OAS
Readers’ theater
improve fluency of basic math facts
improve understanding of math concepts through the increased use of manipulatives
CCGPS Frameworks
create a school wide comprehension focus strategy
provide academic goal setting opportunities for students
increase higher order thinking skills
increase parental involvement in student achievement
analyze CRCT data to identify specific domains that need improvement
continue to plan and implement learning focused strategies
monitor the alignment of unit and pacing guides to the CCGPS for all content areas
engage all students with 21st century technology
match students with books that support their Lexile ranges and also that meet the rigor
expected on the Lexile Text Complexity Bands
Spring Place Elementary
2014-2015 Updated 9/11/2014 and 9/25/2014
Page 34 of 74
*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
Nonfiction Readers
Timeline: September 2014 ongoing
Estimated costs, Funding Sources, and Resources:
Content Area Teacher Training, $1250 per day
substitutes, $55 per substitute per day per teacher
copy paper, $30 per case
ink, $185 per cartridge
composition books, $12 per pack
computers, $930 each
ipads and mini ipads
grade level printer
Georgia Weekly Studies, 4.85 ea. X 100 = $485
Expo markers, $3.00 per box
Expo learning boards, $4.95 each
index cards, $3.19
3 ring binders, $2.29 ea. X 100 = $229
Education City, $3500 per year
Tumblebooks, $359.10 per year
BrainPOP School Combo, $1,425 per year
Learning.com, $3,900
Study Island, $1800 per grade level
laminating film, $21 per roll
cardstock, $16.89 per pack
Achievement Series
IXL Math
Fast ForWord
Depth of Knowledge Training
Common Core Georgia Performance Standards (CCGPS) training
Thinking Maps training and materials
Artifacts:
End of Standard assessment
self-check
DIBELS Next
progress monitoring
OAS
Study Island
Spring Place Elementary
2014-2015 Updated 9/11/2014 and 9/25/2014
Page 35 of 74
*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
Education City
Benchmark
Teacher observation
data notebooks
lesson plans
standards and commentary posted
benchmark assessments
intervention based on student needs
projects; rubrics
student journals
parent/teacher night attendance
newsletters and flyers
WIDA CAN DO Descriptors and Depth of Knowledge Levels 3 and 4 proof included
and highlighted in lesson plans
essential questions and CCGPS “I Can” statements and standards posted in classrooms
Higher Order Thinking Questions
differentiated instruction
use of Learning.com
match students with books that support their Lexile ranges and also that meet the rigor
expected on the Lexile Text Complexity Bands
scores on the Georgia Milestones Assessment
Evidence:
Teachers identify the strengths and weaknesses of individual students and their class.
Teachers articulate how they have adjusted instruction based on the analysis of student
work.
Teachers articulate how students are grouped for additional instruction based on
identified strengths and weaknesses.
Parents and teachers communicate about student work and progress towards meeting
standards.
FIFTH GRADE
Goal Statement:
Our goal is for 90% of the fifth grade students to meet or exceed the state average in every
content area on the Georgia Milestones Assessment.
98% of students will reach the following DIBELS Next Benchmark Goals on DIBELS Oral
Reading Fluency (DORF):
Beginning of Year Middle of Year End of Year
Spring Place Elementary
2014-2015 Updated 9/11/2014 and 9/25/2014
Page 36 of 74
*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
Words Correct 111 120 130
Accuracy 98% 98% 99%
Retell 33 36 36
Retell Quality of
Response
2 3 3
100% of students will reach the following DIBELS Next Benchmark Goals on Daze:
Beginning of Year Middle of Year End of Year
Vocabulary
Comprehended
18 20 24
100% of students will attain the following DIBELS composite scores, combinations of
multiple DIBELS scores, which provide the best overall estimate of the students’ reading
proficiencies.
Beginning of Year Middle of Year End of Year
DIBELS
Composite Score
357 372 415
89% of students will achieve a Lexile measure equal to or greater than 850 according to the
Scholastic Reading Inventory.
100% of students will score within the SRI End of Year Proficiency Lexile Range of 700-
1000.
Actions, Strategies and Interventions:
Flexible grouping
independent reading
oral reading
nonfiction comprehension activities
nonfiction Read-Alouds
anchor charts
CCGPS frameworks
students will observe, explore, analyze and manipulate various objects while
conducting experiments and will also collect, record, synthesize, and interpret data
ACTIVboard
improve fluency of basic math facts
improve understanding of math concepts through the increased use of manipulatives
create a school wide comprehension focus strategy
provide academic goal setting opportunities for students
increase higher order thinking and questioning skills
improve student writing using journals and Writing to Win strategies
Spring Place Elementary
2014-2015 Updated 9/11/2014 and 9/25/2014
Page 37 of 74
*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
increase parental involvement in student achievement
analyze Georgia Milestones data to identify specific domains that need improvement
continue to plan and implement learning focused strategies
monitor the alignment of unit and pacing guides to the CCGPS
engage all students with 21st century technology
WIDA CAN DO Descriptors and Depth of Knowledge Levels 3 and 4 proof included
and highlighted in lesson plans
essential questions and CCGPS “I Can” statements and standards posted in classrooms
Higher Order Thinking Questions
differentiated instruction
use of Learning.com
match students with books that support their Lexile ranges and also that meet the rigor
expected on the Lexile Text Complexity Bands
Estimated costs, Funding Sources, and Resources:
Content Area Teacher Training, $1250 per day
substitutes, $55 per substitute per day per teacher;
Georgia Weekly Studies, $4.89 ea x 100 = $489
Student Agendas, $600
portfolios, $147
Learning.com, $3,900
Education City, $3500 per year
Tumblebooks, $359.10 per year
BrainPOP School Combo, $1,425 per year
Study Island, $1800 per grade level
computers, $950
ipads and mini ipads
grade level printer
composition books, $12 per pack
sheet protectors, 22.69 per box
copy paper, $30 per case
ink, $185 per cartridge
Fast ForWord
IXL Math
Poverty Training
Depth of Knowledge Training
Common Core Georgia Performance Standards (CCGPS) training
Spring Place Elementary
2014-2015 Updated 9/11/2014 and 9/25/2014
Page 38 of 74
*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
Artifacts:
Performance tasks
Unit Tests
Observation
Study Island
Harcourt tests
ACTIVotes
Benchmark (Pre & Posttests)
Rubrics
Anchor Papers
Student developed Song/Mime
Student Projects
Student Specimen Collection
Writing to Win
revised lesson plans
lesson plans that include technology
standards and commentary posted
benchmark assessments
essential questions posted
Higher Order Thinking Questions
differentiated instruction
intervention based on student needs
Media Center patron data
WIDA CAN DO Descriptors and Depth of Knowledge Levels 3 and 4 proof included
and highlighted in lesson plans
Parent survey data
Student safety survey data
student agendas
Parent/Teacher night attendance
classroom newsletters and flyers
graphic organizers
student compacts; essential questions that require higher order thinking skills
essential questions and CCGPS “I Can” statements and standards posted in classrooms;
match students with books that support their Lexile ranges and also that meet the rigor
expected on the Lexile Text Complexity Bands
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*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
XtraMath
Evidence:
Teachers articulate the types of formative assessments used regularly to gauge student
progress.
Teachers explain how they have revised instruction based on specific formative
assessment results.
Teachers articulate how they have grouped students for additional instruction based on
identified strengths and weaknesses.
Parents and teachers communicate about student work and progress toward standards.
SIXTH GRADE
Goal Statement:
90% of Sixth Grade students will meet or exceed the state average in every content area on
the Georgia Milestones Assessment.
100% of students will score within the SRI End of Year Proficiency Lexile Range of 800-
1050.
Actions, Strategies, and Interventions:
Develop compound, complex, and compound complex sentences
literary comprehension in genres; research; writing process
GaDOE CCGPS Frameworks
Rubrics
manipulatives
anchor charts
collaborative group projects
fluency practice
flashcards; games
computers; ACTIVboard
revised lesson plans
continue to plan and implement Learning Focused strategies
analyze Benchmarks, Mid Year Test, and End of Year Test data to identify specific
domains that need improvement
monitor the alignment of Unit and pacing guides to the CCGPS for all content areas
engage all students with 21st Century technology
increase parental involvement in student achievement
increase higher order thinking and questioning skills in all students (Depth of
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*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
Knowledge DOK Levels 3 and 4)
provide academic goal setting for students
create a school wide comprehension focus strategy each month
improve understanding of math concepts through the use of manipulatives and OAS in
each grade level
improve fluency of basic math facts at each grade level
WIDA CAN DO Descriptors and Depth of Knowledge Levels 3 and 4 proof included
and highlighted in lesson plans
match students with books that support their Lexile ranges and also that meet the rigor
expected on the Lexile Text Complexity Bands
essential questions and CCGPS “I Can” statements and standards posted in classrooms
Higher Order Thinking Questions
differentiated instruction
use of Learning.com
increase rigor by using DOK Levels 3 and 4
use of differentiation strategies in class
Estimated costs, Funding Sources, and Resources:
Content Area Teacher Training, $1250 per day
substitutes, $55 per substitute per day per teacher
poster boards, $.95 each
magnetic boards, $4.89 each
projector bulbs for ACTIVboards, $300 each
copy paper, $30 per case
computers, $950
ipads and mini ipads
grade level printer
Expo pens, $4.89 per pack
composition books, $12 per pack
Time for Kids
Tumblebooks, $359.10 per year
BrainPOP School Combo, $1,425 per year
Study Island, $1800 per grade level
Fast ForWord
Learning.com, $3,900
Poverty Training
Depth of Knowledge Training
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*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
Common Core Georgia Performance Standards (CCGPS)training
Artifacts:
Weekly tests
culminating activities from CCGPS frameworks
student self-evaluation
performance tasks; teacher and student rubrics
Observation
class tests
journals
data notebooks
Benchmarks and End of Year Test data
teacher planning time
professional learning opportunities
activities that support the CCGPS
Parent checkout of learning materials from media center
ACTIVboard
projector
ACTIVotes
WIDA CAN DO Descriptors and Depth of Knowledge Levels 3 and 4 proof included
and highlighted in lesson plans;
lesson plans
schedule
essential questions that require higher order thinking skills
evidence of differentiated instruction
graphic organizers
projects
rubrics
commentary on student work
displays of student work
media center patron data
survey data
ADDitions data
school web site
student agendas
parent/teacher night attendance
classroom newsletters and flyers
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*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
data notebooks
evidence of technology use in lesson plans
essential questions and CCGPS “I Can” statements and standards posted in classrooms;
differentiated instruction
match students with books that support their Lexile ranges and also that meet the rigor
expected on the Lexile Text Complexity Bands
Evidence:
Teachers can identify the strengths and weaknesses of individual students and adjust
instruction based on the analysis of student work.
Teachers can form groups for additional instruction based on identified strengths and
weaknesses.
Parents and teachers communicate about student work and progress towards meeting
standards.
Goal 2: Student Achievement
Desired Results for Student Learning: Students with Disabilities will demonstrate higher
competency in the areas of Reading and Math.
Goal Statement:
Concerning a goal for next school year, we want to focus on the math achievement of
the ESS students. We would like to see an increase in the percentage of the ESS
students passing and exceeding on the end of year state mathematics test. Also, we
would like to see a stronger collaboration between general education teachers and
inclusion teachers in the coteaching setting.
o 100% of SWD will reach the DIBELS Next Benchmark Goals for their specific
grade levels.
o 100% of students will score within the SRI End of Year Proficiency Lexile Ranges
for their specific grade levels.
Actions, Strategies and Interventions: Increase use of manipulatives; actively engage
students with 21st century technology; Fast ForWord, Achievement Series; professional
development for math interventions; analyze Benchmarks and End of Year Test data to identify
specific domains that need improvement; increase parental involvement; increase higher-order
thinking skills; academic goal setting; data notebooks; DIBELS; frameworks
ESS Personnel:
Will require inclusion teachers to visit the 3rd
grade classrooms during Math to see
what strategies they are using to increase benchmark areas in Math.
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*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
Will use small group differentiated instruction in the areas of Reading for grades 1-6.
Will re-teach and review daily in the areas of math / Language / Reading as most of our
students have short term memory problems.
Will give tutoring in grades 3rd – 5th in the areas of Reading, Language, and Math.
Will collaborate with regular education teachers at least once weekly for suggestions
and updated intervention strategies.
Will use specialized computer programs such as Xtra Math, IXL Math, Fast ForWord,
and I-Ready to increase the students’ math and reading skills.
Will accommodate classroom work / tests to best meet each individual student’s needs.
Timeline: September 2014 ongoing
Estimated costs, Funding Sources, and Resources:
Fast ForWord
maintenance and repair costs of ACTIVboard and projectors, $300 per bulb
sight word teaching materials (print and electronic)
i-Ready lessons
copy paper, $30 per case
ink cartridges, $185 per cartridge.
Learning.com
Artifacts:
Fast ForWord results
benchmark results
DIBELS results
lesson plans showing learning focused strategies
essential questions posted
Higher Order Thinking Questions
differentiated instruction
evidence of intervention
school web site
student agendas
parent/teacher night
projects
rubrics
CCGPS based commentary on student work
graphic organizers
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*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
student work displays
student compacts
IEP goals and objectives
benchmark data
End of Year Test data
Evidence:
Parents and teachers communicate about student work and progress towards meeting
standards.
Teachers can identify the strengths and weaknesses of individual students.
Teachers have adjusted instruction based on the analysis of student work.
Teachers have grouped for additional instruction based on identified strengths and
weaknesses.
Goal 3: Student Attendance
Desired Results for Student Learning: Students will demonstrate improved attendance
through compliance with school’s attendance policy.
Goal statement: The percentage of student with fifteen or more absences will remain at 5% or
lower for the 2014-2015 school year.
Actions, Strategies, and Interventions:
Notify parents of attendance policy
track attendance using Infinite Campus
notify parents by phone after 3 absences
send postcards to parents after 5th
absence
hold attendance review committee meetings with parents and teachers
Social Worker referral
target SWD subgroup for improved attendance
promote attendance by awarding incentives
Timeline: September 2014 ongoing
Estimated Costs, Funding Sources, and Resources:
Student handbooks, $800
copy paper, $30 per case
postcards, $100
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*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
postage, $75
technology support
incentives.
Artifacts:
Infinite Campus reports
parent notification
letters
attendance logs
phone logs
meeting minutes
ARC minutes
Incentives
newspaper articles
certificates
Evidence: Communication between parents and teachers about attendance.
Goal 4: Learning Communities
Desired Results for Student Learning: Administrators, teachers, and staff will collaborate on
a regular basis in order to increase student achievement.
Goal Statement: the faculty will implement the use of a learning community to facilitate
instructional collaboration and professional development.
Actions, Strategies, and Interventions:
Grade-level team meetings
Title I Planning / Leadership Team meetings
Giving teachers time to discuss Benchmark Data
collaborative planning with ESS inclusion personnel
schedule opportunities for teachers to make classroom / other school observations
provide time in which teachers may examine student work together
Timeline: September 2014 ongoing
Estimated Costs, Funding Sources, and Resources:
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*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
Substitutes for planning days, $55 per teacher per day.
Artifacts:
Team meeting minutes and agendas
collaborative lesson plans
planning for SWD students
increased use of rubrics and portfolio assessment strategies
sign-in sheets for professional learning and grade-level meetings
Evidence:
Improved student achievement on the End of Year Test in all content areas
improved collaboration among grade levels
Analyzed test scores.
Goal 5: Technology Integration
Desired results for Student Learning: Teachers will incorporate student use of technology
resources into the curriculum to promote higher order thinking skills and engage students.
Goal Statement: The school will provide adequate hardware/equipment and professional
learning to support technology integration into CCGPS curriculum.
Actions, Strategies, and Interventions:
provide each K-6 classroom with 3—5 updated computers
plan and implement lessons using technology to teach standards
provide professional development in classroom technology integration
ensure that computers are updated with software, wireless bandwidth strength, and
internet resources necessary for implementation of technology
Learning.com –a web-based program that, according to the Learning.com website,
provides students the opportunity to master the Web, the computer and software tools to
make smart use of the technology. Learning.com also provides the support to students,
enabling them to improve as learners, ready for the 21st century.
Timeline: September 2014 ongoing
Estimated costs, funding Sources, and Resources:
computers, $960 each
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*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
repair and maintenance
replacement of projector bulbs, $300 each
technology specialists
cost of software
Artifacts:
Computers in classroom
technology lab
technology trainings
lesson plans that include technology use
Evidence: Increased End of Year Test scores in content areas; and proficient use of
technology by teachers and students.
Spring Place Elementary Technology Plan
Access to Technology
Currently Spring Place Elementary has a total of 203 computers with the majority of
these having at Pentium III processor or better. In addition, SPE has thirty teacher
laptops, twenty-nine student laptops and 38 ipads.
Each classroom has a minimum of four computers for student use.
Each classroom has an LED projector and an ACTIVboard, purchased through Title I.
The ESS resource classroom has an ACTIVboard and LED projector.
The Excel classroom has an ACTIVboard and LED projector.
The science lab has an ACTIVboard and LED projector.
The art room has an ACTIVboard and LED projector for student instruction and staff
development.
An ACTIVboard, LED projector, and a mobile laptop cart are available in the Media
Center.
Spring Place has a LAN based on a hub and spoke configuration with multimode fiber
in each classroom. The LAN is connected to the WAN which provides
interconnectivity between schools and the district office along with a T3 Internet
connection. We have wireless access points throughout the building.
Anti-virus software and Internet filtering is provided on all computers. All modern
computers have Microsoft Office 2000, 2003, or 2007 Professional Edition installed.
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*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
All computers designated for technology integration use have access to Spring Place
software. Additionally, students with disabilities are provided with assistive technology
as needed and as required by their IEPs.
Students still use the technology lab that was made available through a 2010
Windstream Grant for $25,000.
A new literacy lab for instructional purposes to support the implementation of CCGPS
literacy standards and to promote student engagement was made available in 2013
through the Striving Reader Comprehensive Literacy Grant.
Spring Place’s Web site
http://springplace.murray.k12.ga.us/
The Spring Place Web site is designed to provide information about Spring Place to
students, parents, teachers, and community members. There are several pages on the
Web site that will appeal to anyone interested in learning more about Spring Place
Elementary. There are also many pages designed to promote the use of technology by
students and teachers. The following pages give information about Spring Place:
o Homepage: The SPE Home page is designed to provide a quick
reference point from which all users may access needed information.
Upcoming events and activities, honors and recognitions, and current
pictures and videos are continually updated on the Home page.
o About SPE: Includes a description of the rich history of Spring Place
Elementary, Our Mission, Vision, and Beliefs.
o Calendar: We provide a link to a monthly calendar. This calendar lists
all upcoming events and activities at Spring Place Elementary.
o Murray County Schools: A link is provided to the Murray County
Schools Web site.
o Spotlight / Highlights: This part of the homepage provides current
information and notable evens happening at Spring Place Elementary.
o Media Center: The media specialist at SPE has created a Web site for the
media center with links to valuable information and resources.
o Principals’ Page: A page is provided with pictures, links to email
addresses, and a Value statement from administrators. This page allows
students, teachers, and community members to become more familiar
with administrators.
o Parents’ Resources: This page provides parents with links to information
about our AYP status, the Georgia Parental Information and Resource
Center, as well as Title I. There are also links to our Parent Involvement
Plan, our School Improvement Plan, the Murray County Schools
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*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
Handbook, and many other sources of information.
o Students’ Resources: This page provides parents and students with links
to information and Web sites that can be used in the classroom or at
home to assist students in meeting and/or exceeding standards. This page
is designed to provide parents with links to information that facilitate
involvement in their child’s learning.
Teachers’ Resources Page
From the Teachers Resources link on the SPE Home page, teachers and others may access the
following information:
Standards, Pacing Guides, and Planning Resources: This page contains links to all
Common Core Georgia Performance Standards (CCGPS), Frameworks lessons, and the
Murray County Schools pacing guides for all content areas. There are also links to
additional planning resources that are available to teachers and staff members.
Forms Page
This page contains links to PDF or Word documents of commonly used forms.
School Staff Page
This page contains information about each staff member at Spring Place Elementary. It
also includes links to teacher created Web sites and blogs. These pages give detailed
information about individual classrooms at SPE.
Parent Resources Page
The Parent Resources link on the SPE Home page provides links to various resources that
parents and other community members may find valuable. The following information and links
are provided on this page:
Current School Improvement Goals
An Involved Parent in English and Spanish
Murray County Schools Handbook
Parental Involvement Plan in English and Spanish
Our DOE report card
Title I Information
Title 1 Documents (School-wide Continuous Improvement Plan, Parent
Involvement Policy, School / Parent / Teacher / Student Compact)
Technology Support
Murray County Schools has system wide Instructional Technology Specialists who
serve all schools. The Instructional Technology Specialists provide support and staff
development trainings to teachers throughout the year. Teachers may also request
support in their classrooms. Additional training is also available through the
Educational Technology Training Center at Dalton State College.
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*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
A technology repair technician is also available to assist with repair and installation of
all equipment. A network specialist and the Information Services Coordinator are
available on an as needed basis.
Instructional Practice Needs
Continue professional learning that models specific strategies and techniques for
integration of higher-order thinking skills utilizing tool-based applications such as
spreadsheets, graphs, multimedia, databases, concept-mapping, and Internet tools.
Continue professional learning that increases participants’ confidence and competence
with designing LoTi Level 4b (Target Technology) instructional modules using a
constructivist, experiential based approach to curriculum development.
Technology Integration Vision
Administrators
Administrators will support the integration of technology resources in all areas of the
educational environment by providing teachers with the tools, resources, and
professional development necessary to achieve this goal. The use of performance based
technology tasks will be encouraged in all areas of the curriculum. In order to achieve a
greater level of technology integration, administrators have provided classroom
teachers with a laptop computer. Electronic mail will be utilized in order to effectively
communicate with teachers, parents, specialists, fellow administrators, and the
community.
Administrators will continue to utilize technology resources to retrieve and analyze data
pertaining to student performance, fiscal information, and student records.
Administrators will continue to examine and evaluate teacher lesson plans in order to
ensure the use of standards based technology lessons that meet the rigor of the Common
Core Georgia Performance Standards. In addition, administrators will build a
collaborative environment by providing time for teachers to plan technology based
instruction in grade level teams.
Parents and Community Members
Parents and community members have access to the Spring Place Web site which
provides links to student handbooks, Internet Use Policy and permission forms,
curriculum standards, sites for parents, sites for student use, staff directory, school
calendar, celebrations, general school information, and access to teachers through
email.
Parents are also invited to attend school technology nights that showcase the use of
instructional technology in the subjects of math and science.
Students
Students at Spring Place Elementary will have access to connected technologies to
analyze, collaborate, process, and disseminate multimedia information.
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*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
Students will use age appropriate technology resources to demonstrate higher order
thinking skills. Daily use of technology resources will assist students in attaining
mastery of age-appropriate technology literacy levels as defined by the Georgia
Technology Integration QCC and the technology standards contained in the CCGPS.
Students will participate in authentic, multi-disciplinary, collaborative projects that
reflect mastery of the Common Core Georgia Performance Standards in all subject
areas. Consistent technology use in the classroom will enable students to develop
digital literacy skills that will allow them to meet the challenges of the twenty-first
century.
Students will have access to ACTIVboards, LED projectors, desktop computers, and
ACTIVotes on a daily basis.
Students can also use laptops when checked out by their teachers.
As digital natives, 21st century learners require the level of engagement that only the
use of technology can provide.
Students at SPE will have the skills and resources necessary to utilize technology as an
integral part of their educational experiences.
Teachers
Teachers at Spring Place Elementary will continue to utilize technology resources in
order to enhance instruction and increase student engagement.
In addition, teachers will participate in technology professional development
opportunities and actively integrate new technology resources into classroom
instruction.
SPE teachers will recognize that twenty-first century learners are digital learners.
Students will be provided with differentiated, technology based instruction that
prepares them for life in an ever changing world. In order to provide this level of
rigorous instruction, teachers will have access to ACTIVboards, ACTIVotes, LED
projectors, computers, and digital cameras.
Teachers have been provided with dedicated teacher laptops in order to increase
confidence and competence in the use of instructional technology.
There is no better method to ensure student engagement than the consistent use of
technology. Teachers will be provided resources necessary to plan and teach rigorous,
performance based lessons that address the needs of all learners. These resources
include subscription Web sites such as IXL Math, Education City, Study Island (Grades
3-6), Reading Eggs (Grades K-2), Tumblebooks, PebbleGo, TrueFlix, FreedomFlix,
Learning.com and BrainPOP School Combo.
Teachers will also utilize the Spring Place Web site in order to search for various
teaching resources available online.
With increased experience in technology integration and additional professional
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*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
development, teachers will gain experience in selecting, evaluating, and implementing
student use of technology resources.
Teachers will continue to use email to effectively communicate with parents,
specialists, fellow teachers, and administrators.
In addition, teachers will utilize technology resources, such as Achievement Series, to
analyze student achievement data. This information will be used to plan data driven,
differentiated instruction.
Teachers at Spring Place Elementary realize that teacher and student use of technology
are vital components to enhancing classroom instruction and that technology should not
be exclusively used as a presentation tool.
Teachers must provide students with daily opportunities to use technology in order to
enhance classroom instruction and facilitate mastery of the Common Core Georgia
Performance Standards.
*2. Schoolwide reform strategies that are scientifically researched based, directly tied to the
comprehensive needs assessment and academic standards.
Spring Place faculty will adhere to the comprehensive needs assessment and the academic
standards as set forth by the CCGPS to implement schoolwide reform strategies that are
scientifically researched based.
2(a). Schoolwide reform strategies that provide opportunities for all children in the school
to meet or exceed Georgia’s proficient and advanced levels of student performance.
A. The ways in which we will address the needs of all children in the school particularly the
needs of students furthest away from demonstrating proficiency related to the state’s
academic content and student academic achievement standards are incorporating efficient
instructional strategies that strengthen the core academic program in the school, increasing
the amount and quality of learning time, helping provide an enriched and accelerated
curriculum, and meeting the educational needs of historically underserved populations.
The schoolwide reform strategies are consistent with and designed to implement the state
and local improvement plans. Finally, administrators, teachers, and staff have the
following as their impetus for school-wide reform specifically dealing with struggling
learners: intervention activities implemented will ensure that students attain the proficient
or advanced levels of academic achievement standards.
2(b). Are based upon effective means of raising student achievement.
B. Following are examples of the SCIENTIFICALLY BASED RESEARCH supporting our
effective methods and instructional practices or strategies:
At the beginning of each school year and intermittently throughout the school year, each
grade level meets with the curriculum instructional facilitator (CIF) and administrators to
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study student data from several sources
Literacy across content areas
Differentiation
Rigor
Student use of technology
Vocabulary instruction
standardized tests
benchmarks
Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Next for reading in grades
K—6
I.P.D. Survey
Sight Word Inventories
Developmental Spelling Inventory (for grades 1-3)
Achievement Series, a software management program that analyzes student data to
identify particular subgroups. Teachers use this data to direct classroom instruction and
to determine improvement priorities. Administrators and the CIF use this data to
determine curriculum and to ensure the availability of academic resources.
Remediation and Enrichment strategies for students include: Reading First, Intervention
time, EIP classes, ESS resources, Elements of Reading (vocabulary), manipulatives,
EXCEL classes; Marilyn Burns Math Solution kits; Thinking Maps, graphic organizers
and visuals
and individualized technology based instructional learning/activities.
In all classrooms, teachers do remediation and enrichment activities daily to address
students’ weaknesses and strengths.
Spring Place’s main focus in school-wide reform is to integrate the CCGPS in academic
instruction in grades K—6 so that learning stems from the CCGPS and not the textbooks.
The teachers received and will continue to receive training in how to best use the CCGPS
The CCGPS “I Can” statements and standards are posted in each teacher’s room, so that
both the teachers and the students are aware of the standard being taught for that grading
period.
Science teacher – teaching in lab (hands-on)
SPE will utilize Fast ForWord, Achievement Series, computers, iPads, Kindles, IReady,
and ACTIVboards to assist all students including at-risk students.
Benchmarks provide checkpoints to monitor student progress toward a stated CCGPS to
ensure that interim progress is being made toward the stated CCGPS. Benchmarks are
directly related to the CCGPS.
Fast ForWord Teacher and Trainings
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2(c). Use effective instructional methods that increase the quality and amount of
learning time.
C. We will increase the amount and quality of learning time by offering intervention
activities that include the before/after school tutoring that targets the weaknesses or
learning difficulties of select students with select needs. During the school day each class
in K—6 has a specified intervention time in which the teacher addresses students’
personal weaknesses or strengths.
2(d). Address the needs of all children, particularly targeted populations, and address how
the school will determine if such needs have been met and
are consistent with improvement plans approved under the Elementary and
Secondary Education Act of 1965 (ESEA).
D. Numerous measures are used to identify and ensure that students receive effective and
timely assistance in their area of weaknesses such as:
analyzing CRCT data from the 2013-2014 school year to implement a beginning
plan (Data from the Georgia Milestones Assessment will be utilized starting in the
spring of 2015.)
DIBELS and DIBELS Next
Achievement Series
benchmarks
monitoring student progress throughout the school year
Student Instructional Plans (SIP) are developed to set curriculum goals based on
CCGPS for students performing at Level 1 in reading and/or math on the CRCT
from the 2013-2014 school year. SIPs are also developed for students who have
been retained. (Data from the Georgia Milestones Assessment will be utilized
starting in the spring of 2015.)
The Response to Intervention (RTI) program allows the school to utilize the Tiers
of Intervention for students that are not making adequate progress.
Individual Education Plans (IEP) are developed for students who qualify for ESS
services.
The upper grades utilize the scientifically researched based Learning Focused
strategies to improve student achievement.
Individualized technology based instruction is also provided to monitor student’s
progress regularly toward the annual CCGPS objectives.
2(e). Must include documentation to support that any educational field trip used as an
instructional strategy is aligned to the comprehensive needs assessment found in the
schoolwide plan and must be connected to the support of assisting students to
achieve proficiency or advanced status in relation to the State Academic content
standards. Documentation must be provided during the budget approval process.
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Required based on FY12 US ED monitoring.
E. N/A – SPE does not use Title I funds for field trips.
*3. Instruction by highly qualified professional staff.
The NCLB requirements for highly qualified paraprofessionals are:
Completion of at least 2 years of study at an institution of higher education; or
An Associate’s (or higher) degree; or
Meet a rigorous standard of quality that can be demonstrated through formal state or local
assessment
Georgia requirements for paraprofessionals are:
Hold at least an Associate’s Degree (in any subject) or
Have completed two years of college coursework or
Have passed a PSC-approved paraprofessional assessment and
Must also hold a high school diploma or GED equivalent.
Pass a criminal record check.
*3(a). Strategies to attract highly qualified teachers to high-needs schools.
A. We will provide instruction by highly qualified teachers who meet the standards
established by the state of Georgia.
Spring Place employs seven regular education paraprofessionals, two ESS
paraprofessional, and one half time early intervention specialist (EIS)
paraprofessional. Each of the paraprofessionals holds a certificate issued by the State
of Georgia which meets all the requirements of Title I, NCLB and Georgia. The
paraprofessionals are assigned to a teacher or grade level. Their duties include one to
one tutoring, assisting in classroom management, technology assistance, assist with
parents, provide support in the media center, and provide instructional support under
direct supervision of a teacher.
For the 2014-2015 school year, there are 38 teachers at Spring Place Elementary. The
administration at SPE is comprised of one principal, one assistant principal, and one
part-time counselor. Other faculty includes:
o 1 full-time Curriculum and Instruction Facilitator
o 1 full-time Executive Secretary
o 1 full time receptionist / bilingual interpreter
Administrators carefully monitor teacher and paraprofessional certifications to make
sure that they are highly qualified (HQ) according to the HQ stipulations. The
teachers, administrators, and paraprofessionals at Spring Place Elementary hold
current certificates issued by the State of Georgia and are considered highly qualified.
Each year a Teacher of the Year is chosen from among the faculty. This person is
recognized at the school’s awards day, in the local newspapers, on the district’s
website, and at a special banquet hosted by the district administration.
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*3(a). Strategies to attract highly qualified teachers to high-needs schools.
Each year a Staff Member of the Year is chosen from among the faculty. This person
is recognized at the school’s awards day, in the local newspapers, and on the school’s
website.
Every effort is made by the district and school administration to recruit and hire the
most talented, qualified, and motivated teachers available. Murray County school
district participates in a variety of job fairs at local colleges, and also participates in
TeachGeorgia, an online resource that helps join qualified staff with school districts
that have open positions. During pre-planning each school offers introductory training
on the technology in the classrooms such as ACTIVboards, student response systems,
and textbook resources.
Spring Place offers a mentoring program for new teachers to offer support, resources,
and advice. Each new teacher is assigned an individual mentor who is a veteran
teacher within the particular grade level.
Teachers participate in many professional development opportunities throughout the
year.
Spring Place partners with Dalton State College to allow student teachers to gain
classroom experience. Exemplary student teachers are considered possible job
applicants once they complete the necessary requirements for certification.
To address the certification deficiencies, teachers are encouraged to enroll in college
classes and to take professional development courses to become certified in needed
areas (i.e. Gifted Endorsement, Reading Endorsement, ESOL Certification).
Administrators enroll teachers lacking these certifications in in-district professional
trainings.
*4. Professional development for staff to enable all children in the school
Response:
A. We have included teachers, administrators, and paraprofessionals in our staff development
that addresses the root causes of our identified needs. For example, Spring Place has
included teachers in professional development activities regarding the use of academic
assessments to enable them to provide information on, and to improve, the achievement of
individual students and the overall instructional program. For example, each school in the
Murray County School System has a professional learning team with a Curriculum and
Instruction Facilitator (CIF) / Instructional Coach. The CIF is the liaison between school
and system professional learning efforts. The role of this position is to design, implement,
and lead the institutionalization of school improvement efforts, coordinate professional
learning training based on the school’s strategic plan which is derived from data, serve as
chairperson of the school PLU committee, write applications for activities which will
receive PLUs and approve classes for PLUs both at the school and system level. As a
member of the committee, this coordinator collaborates with the committee members to
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*4. Professional development for staff to enable all children in the school
determine summer classes that meet common needs of schools in the system.
B. We have aligned professional development with the State’s academic content and student
academic achievement standards. For example,
Spring Place has devoted sufficient resources to carry out effectively the professional
development activities that address the root causes of academic deficiencies.
Professional learning is an integral component of school improvement. It originates at the
school level with faculties’ involvement in action research which is the driving force for
planning professional learning.
Successful professional learning is a continuous self-study process involving both certified
and non-certified personnel working and planning together as learning organizations. It
begins with needs assessments, both formal and informal, and involves a community of
stakeholders.
Funding for professional learning comes from a variety of sources. The Professional
Learning Grant is the main source of funding; however, other federal grants contain line
items designated for professional learning as well.
Murray County’s Professional Learning Program entails the three NSDC Standards for
Professional Learning: Context, Process, and Content.
The school Professional Learning Committee and the system Professional Learning
Advisory Committee must approve all classes, workshops, seminars, etc. The classes
must be researched based and address school/system goals or meet requirements from the
Georgia State Department of Education for certification. Those goals that are common
among schools are addressed in summer classes. Committee members bring an in-depth
analysis of data from their schools to the committee meting and collaborate to determine
the summer classes to be recommended to the board of education. Central to the selection
of courses are the needs of students.
C. We have devoted sufficient resources to carry out effectively the professional
development activities that address the root causes of academic problems. For example:
Each year the various schools in the system complete a needs assessment. This
assessment is accomplished using a variety of methods. Surveys are distributed to
parents, teachers, students, and community members to determine their perceptions of
strengths and weaknesses. Grade levels conduct an intensive analysis of student data;
action plans are then constructed to address areas of need.
Each school is allotted an amount of money depending on state funding for exclusive use
to provide training during the school year. Schools with common needs collaborate for
the training. The Professional Learning Coordinator oversees this effort by approving
and arranging for the training and confirming its worth through research. Teachers who
attend seminars or workshops at another site are required to share the information
received with appropriate personnel.
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*4. Professional development for staff to enable all children in the school
The evaluation component is administered at the individual schools for school-wide
improvement, whereas evaluations for summer classes and workshops/seminars are given
to the system director. Before professional leave forms are signed, the participant must
indicate on the application the school or system improvement goal that is addressed. The
evaluation form requires that the participant provide information as to the pertinence of
the information received. Additionally, professional learning personnel conduct an
annual summative evaluation of the Comprehensive Professional Learning Program Plan.
There are these rules in place for approving school staff development:
o Activity must be aligned with the school and district strategic plan.
o Priorities should be based on a careful analysis of disaggregated student data
regarding goals for student learning.
o Only full SDU’s will be awarded at the school level (10 clock hours).
o Applications for SDU’s must be approved by the school committee and filed with
staff development office along with sign-in sheets.
There are these standards in place to characterize school-focused professional
development:
o Planning for school-focused professional development within school system is
consistent with the long-range plans of both the school and the system.
o School staff members determine the goals for improvement for their own schools.
o Individuals and groups within the school and system share decision-making.
o Certified and non-certified staff members are involved in all components of the
process.
o Individual differences are accommodated within school-defined needs.
o Activities may or may not take place at the school site.
o School-focused professional development is a developmental process rather than
an event.
o The delivery of professional development programs is based upon known and
accepted adult learning theories and styles.
o Career development stages of the school staff are considered in designing
programs.
There are these designated roles of the school staff development coordinator:
o Designs, implements, and leads the institutionalization of school improvement
efforts
o Provides for the professional needs for entire school staff
o Serves as chairperson of the school professional development committee.
o Writes applications, for school professional development activities, which will
receive SDU credits.
o Coordinates staff development training when the needs identified by several
schools overlap.
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*4. Professional development for staff to enable all children in the school
o Is the liaison between school and system professional development efforts.
o Serves on the advisory committee to the system professional development director
to determine system staff development.
o Approves classes for SDU credits at both school and system levels.
D. We have included teachers in professional development activities regarding the use of
academic assessments to enable them to provide information on, and to improve, the
achievement of individual students and the overall instructional program in the following
ways:
Teachers participate in professional development geared toward implementing and
teaching the Common Core Georgia Performance Standards (CCGPS) in each content
area. The CCGPS training is directly linked to how the students will perform on the
Georgia Milestones Assessment at the end of the year because the Georgia Milestones
assesses the students’ understanding of the CCGPS.
Spring Place teachers and staff will participate in several professional development
trainings this year: Differentiation, Math, Reading, Writing, Depth of Knowledge, and
Common Core Standards.
The CIF provides additional PLUs for grade level collaboration to review DIBELS,
benchmark and other student data.
Throughout the year, technology lessons are given by the district’s Instructional
Technology Specialist.
*5. Strategies to increase parental involvement.
Response:
A. We have involved parents in the planning, review, and improvement of the comprehensive
schoolwide program plan in these ways:
Parents are involved in the planning, review, and improvement of the comprehensive
school-wide program plan in a variety of ways. We have developed a parent involvement
policy that is reviewed annually and that includes strategies to increase parental
involvement, and describes how the school will provide individual student academic
assessment results including an interpretation of those results. The Parent Involvement
Checklist is used to guide and direct the parental involvement activities. Parents can
choose to be active members of the Spring Place Tiger Club, formerly known as the PTO.
Monthly meetings keep parents informed of school happenings and improvements, as well
as allow families an opportunity to share comments and feedback. Another form of
participation for parents is through the school wide agreement plan, known as the School
Compact. Parents sign the compact, thereby making a commitment to their students’
learning. Parent involvement helps guide children’s learning, as well as allowing the
evaluation of teachers and administrators, who also sign the contract. Curriculum nights
are offered throughout the year and provide parents with a window to view concepts that
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their child has participated in and see how the assignments align with the Common Core
Georgia Performance Standards. Finally, parents are able to offer confidential responses
through a feedback survey, Spring Place Parent Survey that is available through the school
media center, a hard copy, or on our school web site. Collectively, these programs work
effectively at keeping the pathways of communication open for parents, teachers and
administration, as well as letting parents be involved in creating a constructive learning
environment for their child.
SPE aligns parent trainings based on the Parent Survey results.
Parents receive information about SPE Title I program through monthly newsletters from
the administration, the school website, text messages, and informative handouts provided
at school events. The annual Title I meeting took place on September 10, 2013. The
newsletters contain information that relates to assessments of students, curricula
emphases, and standards based instructional practices and activities. Meeting dates and
upcoming events are featured as well, encouraging parents to be available for school
functions geared toward decision-making processes. The newsletters are also translated
into Spanish so that all families of SPE students are informed. SPE has a website that
contains information related to Title I and its programs and is updated frequently. At
Open House and at various Curriculum Nights throughout the year, Title I information is
available for parents to review.
Curriculum Nights, with varying themes, are available to provide specific training
opportunities for parents that relate directly to student expectations and achievement
levels. These standards-based family events are scheduled to correlate with Tiger Club
meetings to provide parents a forum in which to address concerns and provide valuable
comments that influence the decision making process. Productive workshops that Spring
Place will host during the 2014-2015 year are:
o Annual Title I Meeting
o Parent Orientation / Open House
o Loved Ones Literacy Lunches – (literacy themed activities and information about
online resources to support literacy given to parents and family members)
o Common Core Georgia Performance Standards (CCGPS) Family Night at
McDonald’s – CIF dispenses grade level specific information about CCGPS to
parents; student council members provide families with brochures and bookmarks
presenting information about the online resources for students.
o Family Math Night and Georgia Milestones Prep – Georgia Milestones Test
Preview for Parents – Media Resources Training – Coordination with the Pre-K
and ESOL programs—CIF dispenses information about each grade level’s English
Language Arts Curriculum to Parents: “How to Help Your Child Succeed in
School”
o CHAMPS Graduation – Students share CHAMPS essays -- award for positive
behavior given to one student
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o Science Family Night and Georgia Milestones Prep– coordination with the
Children’s Discovery Museum - Georgia Milestones Test Preview for Parents –
Media Resources Training – Coordination with the Pre-K and ESOL programs—
CIF dispenses information about each grade level’s English Language Arts
Curriculum to Parents: “How to Help Your Child Succeed in School”
o Online Achievement Series (OAS) Training
o GAPSS committee review
Spring Place Elementary uses a school-specific parent survey as the yearly parental
evaluation tool. The responses to the survey, along with information relevant to the
Georgia Milestones Assessment, are used to create areas of emphasis for the school-wide
improvement plan. Two areas where the survey revealed a deficit in the home
environment are: 1) “The school provides information about how to support student
learning at home” (question 14). 2) “The school provides information about effective
parenting techniques” (question 14). With a Hispanic population of 41%, non-English
speaking parents cannot communicate effectively with the teachers and staff of Spring
Place. The Spring Place School Improvement Team has worked to provide detailed
information to parents in the following areas:
o Newsletters – Tiger Tales provided monthly in English and Spanish.
o Parent invitations to various workshops in both English and Spanish.
o Media Center Resources Trainings
o Infinite Campus – understanding the report card
o Infinite Campus Training
o Math Trainings and Workshops
o Other areas being considered for improvement are community learning
opportunities, as well as leadership development opportunities.
o Spring Place Elementary has in place a parent-volunteer program that allows
parents to assist teachers in ways which will allow more personal assistance to the
students.
o Text messages and email
For the 2014-2015 school year and all subsequent years, Spring Place will implement the
following programs, as well as expand on existing communication practices to further facilitate
the ideas of its parents. Some of the projects are:
o Transitional Programs such as Pre-K to Kindergarten and Elementary to Middle
School will allow parents to better prepare their child for upcoming transitions.
Additionally, sixth grade students will participate in sixth grade graduation
ceremonies.
o Send invitations in English and Spanish to parents about all school sponsored events.
B. We have developed a parent involvement policy that
includes strategies to increase parental involvement (such as family literacy services)
describes how the school will provide individual student academic assessment results,
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including a interpretation of those results
makes the comprehensive schoolwide program plan available to the LEA, parents,
and the public (internet, newspaper, newsletters)
compacts required – include with policy
Parent Involvement checklist included
*6. Plans for assisting preschool children in the transition from early childhood programs to
local elementary school programs.
Response:
A. Following are our plans for assisting preschool children in the transition from early
childhood programs. Also included are transition plans for students entering middle
school or high school and entering from private schools plus students entering our school
throughout the school year:
SPE holds multiple Kindergarten orientations – allowing Pre-K students to tour
kindergarten and meet the teachers.
SPE offers ELL and other language tutorial services to all students needing language
assistance.
For qualifying students in grades 1st through 6
th, EXCEL testing is available in September.
SPE offers the Second Step character education program grades K-6.
Morning announcements focus on specific skills during the week. Announcements are
student led and are coordinated by the administrators.
5th graders participate in the CHAMPS program with local law enforcement facilities.
Upcoming middle school students (6th graders) are allowed to visit the middle school they
will be attending. This allows students to become familiar with the middle school and may
alleviate some nervous feelings they have about moving up to the next grade level. During
the tour, students are made aware of elective courses that will be available to them during
the next school year.
The middle school principal and athletic director speak to sixth grade students and inform
them of the various programs offered to them in middle school.
Sixth grade students participate in a before school orientation.
Sixth grade students will participate in sixth grade graduation ceremonies.
There is a Commitment to Graduate (C2G) schoolwide focus.
o Teachers support this focus by having their students write goals of what they want
to do after high school graduation. Teachers post these student commitments
outside their classrooms.
o Students are taught different career clusters in each grade level to introduce career
choices and necessary skills.
o Each teacher posts where he / she graduated from high school, college, and higher
education institutions outside his / her classroom.
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*7. Measures to include teachers in the decisions regarding the use of assessment to provide
information on, and to improve, the performance of individual students and the overall
instructional program.
Response:
A. The ways that we include teachers in decisions regarding use of academic assessment are:
Spring Place Elementary teachers use a wide variety measures to include teachers in the
decisions regarding the use of assessment to provide information on, and to improve, the
performance of individual students and the overall instructional program. Teachers meet
quarterly during half days and weekly in grade level meetings to discuss data.
Spring Place Elementary teachers use the following assessments:
CRCT scores from the 2013-2014 school year
Georgia Milestones scores starting in 2015
Student Learning Objectives (SLO) scores
Pre and Post Test scores
End of Year Test scores
Achievement Series Benchmarks
DIBELS results
I.P.D. Assessment (when necessary for RTI or needs-based groups)
Developmental Spelling Inventory
Sight Word Assessment
Teacher Developed Tests
Textbook Tests
COGAT scores, KTEA, Torrance Test of Creativity for EXCEL eligibility
GKIDS scores for kindergarten
ACCESS Test for ELL students
Math Fact Fluency
Spring Place Elementary teachers use these assessments to:
develop curriculum pacing guides
develop needs based groups
determine students’ independent reading levels
determine students’ instructional levels
plan intervention strategies for individual classes and ELL students
develop RTI strategies
develop Individualized Education Plans (IEP) for ESS students
develop accommodations for instruction and testing
plan enrichment activities for EXCEL students
plan for differentiated instruction
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plan collaboratively as a grade level
plan vertically across grade levels
develop essential questions and Higher Order Thinking (H.O.T.) Questions
*8. Coordination and integration of Federal, State, and local services and programs.
Response:
A. This component requires a description of how the school will implement the programs
listed above, a description of how Title I resources and other resources will be coordinated
to support student achievement goals in the school improvement plan, and a listing of all
state and federal programs consolidated in the schoolwide plan.
8(a). List of State and local educational agency programs and other federal programs that will be
included.
The College and Career Ready Performance Index (CCRPI) which Georgia uses for state
accountability purposes. The CCRP has multiple indicators to determine a school’s performance.
Southern Association of Colleges and Schools (SACS)
Spring Place Elementary School was initially accredited by SACS in 2003.
Department of Human Resources
The DHR provides referral services and support for students who have been abused or neglected.
They work directly with our school counselors and social worker to provide necessary services.
Student Resource Officer Program
Spring Place Elementary has a resource officer available who helps maintain school safety. This
program is a partnership with the Murray County Sheriff’s Department.
United Way of Northwest Georgia
The United Way offers programs and resources to the students and families of Spring Place
Elementary School. A direct service of the United Way at Northwest is the 4-H Program of
Murray County.
School Nutrition Program
Eighty Four Percent of the students at Spring Place Elementary qualify for free and/or reduced
price meals. These students are served through the school’s nutrition program which provides
breakfast and lunch daily for all students.
First United Methodist Church of Chatsworth
This organization provides weekly bags of food supplies to supplement low income families.
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Murray County 4-H
This organization provides academic enrichment activities in research, writing, and speaking
skills.
Commitment to Graduate (C2G) Partners
Our Commitment to Graduate (C2G) Business Partners are T-Bird Motors of Chatsworth and
General Appliance Service Company of Chatsworth. These companies display articles and
student work encouraging graduation.
Partners in Education
Many local businesses provide both monetary support and volunteer hours to the school. Many
partners provide incentives for student achievement and attendance, while others supply much
needed volunteers to help with school activities.
Choosing Healthy Activities and Methods Promoting Safety (CHAMPS)
Fifth grade students at Spring Place Elementary participate in this program which is sponsored
by the Murray County Sheriff’s Department. The program gives fifth grade students the skills
they need to avoid involvement in drugs, gangs, and violence.
8(b). Description of how resources from Title I and other sources will be used.
Grant School Year 2014-2015
Title I, Part A:
Improving Basic
Programs Operated
by Local Education
Agencies
Academic Coaches; other personnel paid through Title I; reading
interventionist; 3rd
and 4th
grade science Lab teachers, Achievement
Series; benchmark development; Fast ForWord; technology
equipment; ODYSSEY; pre-k, parental involvement; before/after
school instruction. List what you use; instructional supplies;
technology; professional development activities
Title I, Part C:
Education of
Migrant Children
Supplies for migrant population; migrant coordinator that identifies
and provides outreach to families.
Title II A: Teacher
and Principal
Training and
Recruiting Fund
Provides funds for academic coaches, funds reimbursement for
certification tests, provides funding for teacher recruitment activities,
provides professional development to improve differentiated
instruction, provides evaluation training for administrators to improve
instruction.
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Title IIIA: English
Language
Acquisition,
Enhancement, &
Academic
Achievement
Provides two interpreters for parent involvement; books; supplies for
ELL population; training for teachers.
IDEA Part B
Achievement Series, ODYSSEY; Staff Development for core content
areas, RTI, differentiated instruction, provides behavior intervention
specialist, ESS social worker, ESS Transition Coordinator, ESS
Parapros, Diagnostician, MY ACCESS
Homeless School supplies; training for homeless liaison and social worker; travel
for tutoring.
State Funds Salaries; textbooks; supplies; professional learning
Local Funds Salaries; textbooks; operations; Technology; travel(in-county)DIBELS
assessments
Other
Commitment to Graduate (C2G) Business Partners:
Spring Place’s Commitment to Graduate (C2G) Business Partners are
Mattress Overstock of Chatsworth and General Appliance Service
Company. These companies display articles and student work
encouraging graduation.
School-to-Work
Opportunities Act of
1994,
Work-Based Learning: Workplace mentoring; Instruction in general
workplace competencies; and A planned sequence of job training
including pre-employment and employment skills to be mastered at
progressively higher levels, relevant to a student's career major and
leading to the award of a skill certificate. School based learning:
Career awareness, career exploration and counseling
the Carl D. Perkins
Vocational and
Applied Technology
Act
organized educational programs offering sequences of courses directly
related to preparing individuals for paid or unpaid employment in
current or emerging occupations requiring other than a baccalaureate
or advanced degree-list pathways
National and
Community Service
Act of 1990.
Senior Corps, which incorporates the longstanding Foster
Grandparents, RSVP (Retired and Senior Volunteer Program), and
Senior Companion programs; The newly created AmeriCorps, which
incorporates the longstanding VISTA, the new National Civilian
Community Corps programs, and the full-time demonstration program
that had been established under the 1990 Act; and Learn and Serve
America, formerly known as Serve America.
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Striving Reader
Grant
Federal Grant: The Striving Reader Comprehensive Literacy Grant
will provide the tools and professional development to implement the
Georgia State Literacy Plan and the Common Core Georgia
Performance Standards. The SRCL will help to increase student
literacy through: professional development in literacy, CCGPS, and
differentiation for all teachers, and upgrading technology tools such as
computers, electronic readers, software programs, diagnostic tools,
networks, and literacy building tools.
8(c). Plan developed in coordination with other programs, including those under the School-to-
Work Opportunities Act of 1994, the Carl D. Perkins Vocational and Applied Technology
Act, and National and Community Service Act of 1990.
Spring Place Elementary’s Schoolwide Title I Plan was developed in coordination with the
mandated programs including those under the School-to-Work Opportunities Act of 1994, the
Carl D. Perkins Vocational and Applied Technology Act, and National and Community Service
Act of 1990.
*9. Activities to ensure that students who experience difficulty mastering standards shall be
provided with effective, timely assistance, which shall include:
A. We are providing activities to ensure that students who experience difficulty mastering
proficient or advanced levels of academic achievement standards shall be provided with
effective, timely additional assistance. Those activities are:
To specifically help struggling students, teachers develop ways to differentiate
instruction and implement these practices in order to meet the needs of all students.
9(a). Measures to ensure that student weaknesses are identified on a timely basis.
Teachers administer pre and post benchmark assessments using Achievement Series.
These benchmarks are aligned with the CCGPS and the Georgia Performance
Standards (GPS). Benchmarks are administered three times a year. There is a
summative assessment at the end of the year (Student Learning Objective Testing for
grades 1 and 2 and the Georgia Milestones - for grades 3-6). An I.P.D. Inventory
(IPD) is administered to students in first grade three times a year. The IPD is
administered to students in second through fifth grades for only those students in
strategic and intensive according to DIBELS Next. The IPD is administered to
Kindergarten students once a year (at the end of the year).
Reports are printed and analyzed by teachers at the end of each assessment.
Teachers meet in grade level teams to compare data and determine strengths or areas
of need in the curriculum.
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For grades 3-6,
Teachers utilize:
o iReady
o Scholastic Reading Inventory (SRI)
o I.P.D. Inventory (IPD)
o Fast ForWord
o Math Fact Fluency
o Response to Intervention (RTI)
o Study Island, Brain Pop, Reading Eggs, Tumblebooks, Learning.com
o Student Learning Objective (SLO) Testing for grades 1-2
o End of Year (EOY) Evaluations
o iPads for individual assessments
o Computers for individual assessments
Spring Place Elementary administers DIBELS (Dynamic Indicators of Early Literacy
Skills) Next, a scientifically-research based assessment, three times a year. DIBELS
Next is a screening tool to identify students who are at three levels of reading
performance (Intensive, Strategic, and Benchmark) in different subtests. The subtests
are administered by grade level as follows:
o Kindergarten: Initial Sound Fluency (ISF), Phoneme Segmentation Fluency
(PSF), and Nonsense Word Fluency (NWF).
o First Grade: Phoneme Segmentation Fluency (PSF), Nonsense Word Fluency
(NWF), and Oral Reading Fluency (ORF).
o Second Grade: Nonsense Word Fluency (NWF) and Oral Reading Fluency
(ORF) at the beginning of the year; only ORF from the middle of the year to the
end of the year.
o Third Grade–Sixth Grade: Oral Reading Fluency
Dependent on the results of the benchmarks, teachers progress monitor students on a
weekly, bi-weekly, or monthly basis. Student progress toward grade-level goals is
recorded in data notebooks.
Teachers at Spring Place Elementary administer a Sight Word Assessment on all
students K-3rd grade.
Teachers at Spring Place Elementary administer an Informal Phonics Survey to red
and level students in 1st-3rd grade. This is a research-based assessment used to
determine deficient areas in phonics in order to guide instruction for those students in
need. Teachers use the Elements of Phonics program to address identified needs.
Teachers at Spring Place Elementary constantly monitor student progress by using
weekly assessments from adopted curriculum materials and teacher-made tests.
Spring Place staff utilizes tiered instruction small groups, intervention within the
school day, and before and after school tutoring.
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9(b). Periodic training for teachers in the identification of weaknesses and appropriate assistance
for identified weaknesses.
Teachers at Spring Place Elementary will participate in the following professional learning
opportunities during the 2014-2015 school year:
TKES
Differentiation
Thinking Maps
Higher Order Thinking Strategies
Learning.com
Writing
Teachers will participate in trainings pertaining to developing Student Instructional
Plans (SIP) and Response to Intervention (RTI) plans for targeted students who failed
the reading and/or math portions of the CRCT (Georgia Milestones Assessment will
be utilized in the Spring of 2015.).
The County’s Instructional Technology Specialist offers periodic technology classes
to keep employees knowledgeable of current effective technological instructional
strategies.
9(c). Teacher-parent conferences that detail what the school will do to help the student, what
the parents can do to help the student, and additional assistance available to the student at
the school or in the community.
Teachers at Spring Place Elementary strive to keep open communication lines with parents.
Teachers will host several parent nights throughout the 2013-2014 school year including:
Book Fairs
Parent Portal Training
Annual Title I Meeting
Parent Orientation
College and Career Ready Performance Index (CCRPI)
Common Core Georgia Performance Standards (CCGPS) and GPS
RTI
Parent Teacher Conferences
Family Reading Night (Literacy Night with Holiday Twist)
CCGPS MacDonald’s Family Night
Coordination with the Pre-K and ESOL programs
CHAMPS Graduation – Students share CHAMPS essays -- award for positive behavior
given to one student
Science Family Night
Distinguished Honor & Designation information
Classroom teachers have also developed websites and newsletters to assist in parent-
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school communication.
Parents at Spring Place Elementary participate in on-line surveys and are able to access
the I-Parent program through the county web site in order to keep track of their children’s
academic progress.
The compact among parents, students, teachers, and administrators is sent out each year
to assure parents of the importance of open communication.
10. Description of how individual student assessment results and interpretation will be
provided to parents.
Spring Place Elementary utilizes many different methods to provide parents with student
achievement data throughout the academic year.
o Parents may continually monitor their child’s progress through Infinite Campus. This
is an interactive program that allows parents to access information about their child’s
grades in each subject area.
o Parents who do not have internet access are kept informed about their children’s
progress through mid-grading period progress reports (about every four weeks) and
report cards issued every eight weeks.
o Teachers conduct conferences with parents to sight words, DIBELS scores, math
fluency assessments, reading fluency assessments, GKIDS results, and benchmark
scores.
o Students are given benchmark pre and post-tests every nine weeks to monitor
progress toward mastery of the Georgia Performance Standards and the Common
Core Georgia Performance Standards.
o Teachers use the Georgia Department of Education’s Online Assessment System
(OAS) and Achievement series to track benchmark results and progress toward
mastery of the standards.
o Parents of students who qualify for exceptional student services (ESS) meet with a
team of teachers annually to discuss progress and to draft an IEP in which individual
goals are created. These parents are then provided with an IEP progress report every
eight weeks.
The state of Georgia provided Spring Place Elementary with Criterion Referenced
Competency Test (CRCT) scores in the spring of 2014.
o These scores are provided for each individual student in the school and for the school
as a whole.
o Achievement data provided by the state of Georgia is accurate and reliable; therefore,
the disaggregated data pertaining to each sub-group within the school is accurate and
reliable.
o Teachers use this information to identify groups of students who are not meeting
standards, students who are meeting standards, and students who are exceeding
standards.
o Parents are provided with a copy of their child’s test scores before the end of each
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academic year.
o Teachers are provided with a detailed print-out from the state of Georgia that gives
parents information about their students’ performance in every area tested by the
CRCT.
The state of Georgia will provide Spring Place Elementary with Georgia Milestones
Assessment scores in the spring of 2015.
o These scores will provide information about how well students are mastering the
state-adopted content standards in the core content areas of language arts,
mathematics, science, and social studies.
o Georgia Milestones is designed to provide students with critical information about
their own achievement and their readiness for their next level of learning.
o Georgia Milestones serves as a key part of the College and Career Readiness
Performance Index (CCRPI).
Academic assessment results, such as CRCT scores, are provided to SPE only in English;
however, the school has several staff members who speak Spanish fluently.
o These staff members are available on a daily basis to translate and explain
information to parents.
o These Spanish speaking staff members also make themselves available to attend
conferences with parents and teachers so that non-English speaking parents may fully
understand their child’s academic progress.
At Spring Place Elementary, instruction is data driven, however, the staff wholeheartedly
believes in educating the entire child.
o Much of SPE classroom assessment information is taken from teacher observations,
portfolios, and rubrics.
o The students are asked to perform tasks outlined in the Frameworks lessons for the
Common Core State Standards, and these tasks are used to assess mastery of the
performance aspects of the standards.
Study Island, Education City, XtraMath, Reading Eggs, and Learning.com will be used in the
2014-2015 school year.
o Study Island is used by students in grades 3-6 to familiarize them with the format and
standards tested on the CRCT.
o Education City is a program designed for grades K-6 to enhance instruction in
Science, Language, and Math.
It is aligned with the Common Core Georgia Performance Standards and
allows the teacher to assign activities that address student needs.
o XtraMath provide teachers the ability to monitor students' understanding as they
practice and to generate detailed performance reports to reveal the students'
mathematical abilities.
o Reading Eggs will be used by students in grades K-2 to help improve their reading
fluency and comprehension.
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o Learning.com will be used by students in grades K-6 to help them develop and
strengthen 21st century technology skills.
o Student progress and performance are tracked in all current programs.
Assessment data is also used to identify struggling students who need a RTI plan developed.
o Parents, the classroom teacher, the English Language Instructor, the EXCEL teacher,
the Speech Language Pathologist, the school psychologist, school counselor, school
nurse, CIF, and administrators serve on the committees as needed to make decisions
regarding instruction.
o Students progress through a series of four tiers, each with intensified interventions.
o If interventions are unsuccessful, the student is referred to the school psychologist to
determine eligibility of further assessments.
Each year SPE will meet as a team to assess the effectiveness of the School Improvement
Plan by evaluating each individual goal and the methods we used to achieve the goal.
o The leadership team will assess the goals to see if they are still valid school
improvement goals and will assess the validity of the methods we chose to achieve
the goals.
11. Provisions for the collection and disaggregation of data on the achievement and assessment
results of students.
The Georgia achievement results are reliable and valid. Teachers are provided with detailed
CRCT reports in which all data is disaggregated by the following sub-groups:
o All students
o White students
o Black students
o Hispanic students
o Asian students
o Multi-racial students
o Students with Disabilities
o English Language Learners
o Economically Disadvantaged Students
Teachers use this data to tailor the instruction and assess academic needs in the school. All
assessments listed in Component 10 are driven by the CCGPS and are reliable and valid
based on state regulations.
12. Provisions to ensure that disaggregated assessment results for each category are valid and
reliable.
The Georgia achievement results are reliable and valid. All statistical analysis and disaggregation
of data is conducted by the Department of Education and provided to Spring Place every spring
in order to determine progress toward the annual measurable objective for each year.
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13. Provisions for public reporting of disaggregated data.
Spring Place Elementary shares disaggregated data in these ways:
Data walls are displayed in the data room, office hallway, and each classroom.
Displays on the school marquee/sign
Southern Association of Colleges and Schools (SACS)
System website
School website
GADOE website at http://www.gadoe.k12.ga.us
Individual student reports are sent to parents/guardians.
Tiger Tales, the school newsletter, related to school-wide performance is sent home.
School status letter is sent to parents each year.
Public reporting in the regional newspapers.
14. Plan developed during a one-year period, unless LEA, after considering the
recommendation of its technical assistance providers, determines that less time is needed to
develop and implement the schoolwide program.
Spring Place Elementary School has operated as a school wide Title I program since 2002.
The plan is updated three times each year to reflect the needs of the school based on a
comprehensive needs assessment and the evaluation of the current plan.
15. Plan developed with the involvement of the community to be served and individuals who
will carry out the plan including teachers, principals, other school staff, and pupil service
personnel, parents and students (if secondary).
The schoolwide leadership / planning team involves the leadership team which consists of
teachers and paraprofessionals, parents and community representatives, and our local website
manager.
o The Composition of the Leadership / Planning Team for 2014-2015:
Donna Standridge, Principal
Michelle Ridley, Assistant Principal
Jennifer Lents, Curriculum and Instruction Facilitator
Rebecca Bishop, Media Specialist
Regina Mantooth, Kindergarten Teacher
Donna Wooldridge, First Grade Teacher
Allison Harrison, Second Grade Teacher
Karen Bible, Third Grade Teacher
Stephanie Clayton, Fourth Grade Teacher
Tabitha McEntire, Fifth Grade Teacher
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Katie Mason, Sixth Grade Teacher
Ashley Lawson, EIP Teacher, Fast ForWord Lab Director
Celeste Sherrill, Lead ESS Teacher
Jennifer Reed, ESOL Teacher
Dana Holcomb, Parent
Billy Gillespie, Parent
Shelley Gillespie, Parent
Jennifer Knotts, Parent
The Parent, Guardian, and Community Online Survey was created by SPE and is accessible
on the Spring Place Elementary website. This survey, offered in Spanish and English,
evaluated the school’s effectiveness and provided valuable insight into the perception of the
school by the community.
The schoolwide leadership / planning team utilized test results (Benchmarks, End of Year
Test, CRCT (will use Georgia Milestones starting in 2015), Writing, and DIBELS scores) to
develop the plan.
Copies of the plan were shared with parents who were invited to give input and update it.
A Spanish translation of materials is available.
A compact is distributed during the 2014-2015 school year.
On August 28 from 4-5 p.m., an Annual Title I meeting was held. A PowerPoint about Title I
was shown, and handouts were given to parents to explain the importance of Title I.
16. Plan available to the LEA, parents, and the public.
The plan was made available to the public via the Spring Place Elementary website.
A notice informing parents of their opportunity to obtain and evaluate a copy of the plan is
posted outside the front office area.
17. Plan translated to the extent feasible, into any language that a significant percentage of
the parents of participating students in the school speak as their primary language.
SPE’s monthly school newsletter, Tiger Tales, informs parents of upcoming events. This
newsletter is provided in English and Spanish.
Spring Place Elementary utilizes a translator as a liaison between Spanish speaking
parents/guardians and the school. Because of this, any document can be translated into
Spanish, upon request.
18. Plan is subject to the school improvement provisions of Section 1116.
The plan, subject to the school improvement provisions of section 1116, is available on the
Spring Place Elementary website. A hard copy format of the plan is also available in the front
office area of the school.